H-S. 



Synopsis and Questions 



SUBJECT MATTER 



FOR 



T EAC H ERS 
EXAMINATIONS 



TO BE HELD IN HONOLULU ON AUGUST 
17th, 18th and 19th. 1910 



DEPARTMENT OF PUBLIC INSTRUCTION 




Honolulu : 

EuLLhTiN Publishing Co., Ltd. 

1910 



1 



Synopsis and Questions 



SUBJECT MATTER 



FOR 



T EAC H ERS 
EXAMINATIONS 



TO BE HELD IN HONOLULU ON AUGUST 
17th. 18th and 19th. 1910 

Vbyu^*j^ l^-*^^ DEPARTMENT OF PUBLIC INSTRUCTION 




Honolulu : 

Bulletin Publishing Co., Ltd. 

1910 






D. OF D. 

OCT 18 ma 



vr- 



^ 
^ 






PKEFATORY NOTE. 



The following Outlines of subject matter, as prescribed bv the 
Course of Study and required by the Rules and Regulations of 
the Department of Public Instruction, have been prepared for 
the purpose of aiding those persons in preparing for the re- 
quired examinations who desire to teach in the Territory of Ha- 
waii. 

Accompanying each subject outline there is a list of typical 
questions which no doubt will prove of assistance to those making 
preparation. 

The outline of the "Music is in the form of questions, this 
arrangement being considered preferable by the Supervisor of 
Music. 

The Examinations will be governed according to the Rules 
and Regulations of the Department of Public Instruction. 



CONTEIS^TS. 



I. — Outline of Methods in Teaching 

and 
Supervision of Primary Schools 

II. — English and Expression Work 

III. — Mature Study and Physiology 

IV. — Geography 

Y. — History 

Oriental JSTations 

Greece 

Pome 

Middle Ages 

Age of Reformation 

Era of Political Revolution 

American Historv 

Hav^aiian History 

VI. — Mathematics 
Arithmetic 
Algebra 
Geometry . 

VII. — Music 



OUTLINE OF METHODS IN TEACHING 

AND SUPERVISION OF PRIMARY 

SCHOOLS. 



a. Course of Study in the Eight Grades bj McMurry. 

b. Administration of Public Education in the United 

States by Button and Snedden. 

1. Enrichment of the Course. 

2. The Present Problem in the C^ourse of Study. 

3. Economy of Simple Aims. 

4. Simplification and Organization of the School Course. 

5. Oral Work in Literature, Primary Grades. 

6 Reading Primary Grades — Grammar Grades. 

7. Language '' 

8. Memory Selections " 

9. History " 

10. Geography " 

11. Elementary Science '' 

12. Arithmetic " 

13. The Moral Aim in the Course of Study. 

14. The Problem of Modifying the School Machinery to 

Meet Modern Needs. 

15. Flexibility and Adaptability of the Course of Study. . 

16. The Teacher Versus the Course of Study. 

Term Outline 

Lesson Plans 

Daily Programs 
Preservation of Pupil Work 
Marking of Pupil 



Efficient Service. 



Teacher 



Principal 



Attendance 
Promotion 
Pupils' Work 



8 

i Organization of Schools 
Term Outline 
Time Table 
Survival of Pupils. 
17. Grading and Promotion. 

enrichment" of the course. 

I. Best literature suitable for young folks. 

( 1 ) Treasuries of our own countries and other lands. 

(a) Valuable literature of all varieties. 

(2) History closely allied. 

(o) Early traditions and stories. 

(b) Biographies of leading characters. 

II. Natural Science Studies. 

( 1 ) Nature study in and out of doors. 

(a) Select contributions from different sciences. 

(2) Application to men's needs. 

(3) Science Study now introduced into schoolrooms. 

III. Manual Training. 

(1) Becoming prominent in schools. 

(a) Taking place of other subjects. 

IV. Physical Training. 

(1) Largely demanded in schools, 
(a) Equipment necessary. 

V. Fine Arts. 

(1) In general scheme of education. 

(a) Badly neglected in schools. 

VI. Courses in primary and grammar grades. 

.(1) Adoption of kindergarten ideas in primary, 
(a) Games, stories, social activities. 

(2) Introduction of high school studies into grammar 
grades. 

(a) Algebra, geometry, German, French, Latin. 

(b) Depleted course of study. 



VII. Summary. 

(1) Brings range of human life in typical forms. 

(a) Shows history of mankind in course of 
centuries. 

(2) Broad course in elementary schools. 

(3) Expanded course. 

Outside side forces, not school, responsible. 

VIII. Great changes. 

(1) School a miniature world. 

(a) Modifying society. 

(2) Agencies acting upon each other. 

(a) Society and its demands responsible. 

(b) Commercial and economic interests. 

(c) Intellectual forces outside of school. 

IX. Influences of society on the school. 

(1) School in contact with other forces. 

(a) Society's effort to- mould school curriculum. 

(2) Judgment of society's demands. 

(a) Study of child influences the treatment of 
child. 

(3) 'No conflict between child and social world. 

X. Selection and adaptation of knowledge. 

(1) Selections for needs of child. 

(a) Intellectual, moral, physical. 

(2) Selections adapted to powers of child. 

(3) Selections adapted to demands of child. 

(a) Experiments appreciated by child. 

(4) Physical culture a pleasing addition. 

XI. Results. 

(1) Moral complete absorption into actual life. 

(a) More abundant life. 

(b) Actual experience given the child. 

(2) Deals primarily with fundamental ideas. 

(3) Strengthens connection between child life and 
civilization. 



10 



THE PRESENT PROBLEM IN THE COURSE OF STUDY. 

I. Complexitj of Studies. 

(1) ]^ew studies continually added. 

(a) Reading, writing, arithmetic. 

(b) Grammar, geography, history, etc. 

(c) Spelling, composition, language lessons. 

(d) Civics, German, Latin, bookkeeping, etc. 

II. Enlargement of Studies. 

(1) Quantity of material. 

(2) Extension of years for each study. 

(3) Excursions and libraries. 

III. Results of quantity and varieties. 

(1) Too many studies for child and teacher. 

(2) Much careless work done. 

(3) Impossible to meet all requirements. 

(4) Departmental teaching by experts urged to solve 
this problem. 

(a) Increase needs of child. 

IV. Two parties of teachers. 

(1) Those who desire to return to the three R's. 

(2) Those who desire the new branches to be taught. 

(a) Justice to both parties. 

(b) Old curriculum too narrow. 

(c) Improvement necessary for modern 
methods. 

(d) Three centuries to bring together materials, 
(1) Gradual advancement. 

V. Present Task. 

(1) To organize accumulated materials into a consist- 
ent course of study. 

(2) To banish the present acute problem. 

VI. Reasons for Present Course of Study. 

(1) Schoolmaster no control over world influences. 

(2) Modern life influence over Course of Study. 






n 

VII. The Problem. 

(1) To simplify and organize the studies from the 
standpoint of knowledge. 

(2) To meet the needs of growing children. 

(3) To meet the demands of society. 

(4) To have children enter mature life well equipped. 

ECOJsTOMY OF SIMPLE AIMS. 

I. General Aim of Education. 

1. To economize the simple leading aims. 

(a) Clear and controlling means. 

(b) Broad survey of the whole problem. 

(c) Sifting out of many difficulties. 

2. Marked economy of effort. 

(a) Avoid indefiniteness. 

(b) Many facts can be omitted. 

3. Present need of economy. 

(a)' To reduce waste. 

(b) To bring many ideas into subordination. 

II. Definite Aim of Education. 

1. Development of child. 

(a) Response to essential demands of his social 
environment and of his own individuality. 

2. Character. 

III. Dominant Aim in Course of Study. 

1. Formative influences in shaping character. 

2. Discussed in '^The Moral Aim in the Course of 
Study.'' 

SIMPLIFICATIOIS^ AND ORGANIZATION OF THE SCHOOL COURSE. 

I. Solution of an overdone problem. 

1. Set aside useless materials from our studies. 

(a) Difficult arithmetic problems. 

(b) Grammar may enter only the high school. 

(c) Present language lessons. 

(d) Many mechanical occupations dropped. 



12 

2. Reduce studies. 

(a) Many independent studies partly combined. 
(1) Physical geography under geography 
proper. 

(b) Central studies absorbed into several 

groups of partly independent subjects. 

3. To sift out main things and to organize centers 
of study. 

(a) Examination of history, geography, liter- 
ature, etc. 

1. Common sources. 

2. Examples — The Revolutionary War, 
Feudal Period in Europe, and Life of 
Washington and many others. 

(b) Home becoming a great centre for studies. 

(c) Central institutions of society. 

1. Common sources of study. 

2. Local points in educational course. 

4. JSTumerous facts in each study. 

(a) Good selection depends upon 

1. Relative importance of facts. 

2. Masterpieces of literature. 

3. Few central important topics for each 
year. 

1. Twenty geography and history topics. 

2. Pew strong poems and masterpieces. 

4. Five large centers. 

1. The home. 

2. The school. 

3. Life groups in nature. 

4. Primary occupations. 

5. Local city or town. 

5. The three stages of organization of subject matter. 

(a) Large institutions and ideas. 

(b) Large topics which constitute centers for 
each study. 

(c) Smaller type studies. 

II. Execution in detail of simplifying and organizing. 
1. Close organization of studies. 



13 

(a) Many might be joined. 

(b) Each study awakens new interests. 
1. Strengthens the work of others. 

(c) ]^umerous relations of studies. 

1. Causes many facts to be often repeated. 

2. Reasons of one study often sought in 
another. 

3. Incidental teaching. 

2. Present course of study. 

(a) Too many independent facts. 

1. I^ecessity for causes and results. 

(b) Necessary to rearrange facts. 

1. ^o democratic equality among facts and 
ideas. 

3. Incidental teaching. 

(a) Applies to a group of lessons. 
1. Economy to combine. 

III. Marked economy of effort and time. 

1. Treatment of types. 

(a) Rapid extension. 

(b) Excellent review. 

(c) Comparison with earlier types. 

2. Reviews. 

(a) Omit many repetition drills. 

(b) Intelligent and thought-producing repetition. 

3. Use and application of knowledge produces 

(a) Self -activity and self-reliance. 

(b) Alert thought and ingenuity. 

(c) Application a severe test. 

(d) Application at present depends upon teach- 
er. 

IV. Standard of Excellence. 

1. Uplifts several studies. 

2. Involves strengthening of literature. 

3. Higher form of mental training. 

(a) Contradiction in study of English. 

4. Very important to have a good standard. 

5. Basis application of knowledge. 

G. Adapted to immature powers of children. 



14 

V. Eight formation of habits. 

1. Relieves burdens. 

2. Develop to the point of use. 

3. Effects children. 

4. Gradual formation. 

VI. Summary of the main points. 

1. Centering lessons in several studies. 

2. Proper correlation of different studies. 

3. Close connection of tj^pes. 

4. Use of comparisons in the type study. 

5. Expansion of thought in the type studies. 

6. Doctrine of apperception. 

7. Application of knowledge. 

(a) Self -activity and versatile power. 

8. General standard for testing thoroughness in knowl- 
edge. 

9. Organization of knowledge. 

(a) Few essential centres. 

(b) Reduction of waste. 

(c) Simplicity, economy and efficiency thus ob- 
tained. 

(d) Thorough course of study would finally be ob- 
tained. 

THE MORAL AIM IN THE COUKSE OF STUDY. 

I. Moral aim preeminent in course of study. 

1. Receives first consideration. 

2. Foundation and framework of course of study. 

3. Changes made in course of study centered around 
moral aim. 

II. General drift toward moral centres in education. 

1. Crowding of new studies compelled investigation of 
their values. 

2. Until within recent years no emphasis given to mo- 
ral education. 

3. ]^ow studies of moral content have become promin- 
ent. 

(a) History, literature, geography, and natural 
science receive much time and consideration. 

4. Studies dealing with forms and symbols subordinate. 



15 

HI. Social life has for its basis moral life of people. 
1. Social aim in reorganizing course of study. 
(a) Basis — social needs. 

1. Stress falls on human and moral rela- 
tions. 

2. Whole life of man one moral problem. 

IV. Moral training not isolated. 

1. Moral element in entire physical and mental life. 

2. Morality not a separate study. 

(a) Dominating element in all studies. 

V. Selection of subiects for course of study. 

1. Subjects collected from present and past life of Ame- 
rica and Europe. 

2. Only the best deserve studious attention of children. 

VI. Widespread tendency to choose subjects of value. 

1. Caused collection of best wisdom and virtues of the 
world in our schools. 

VII. Illustrations. 

1. Lives of Washington, Lincoln, Franklin, Horace 
Mann. 

2. Whittier's "Snowbound," Longfellow's "Evangeline." 

3. Hawthorne's "Great Stone Face." 

VIII. Morals not taught by direct moralizing. 

1. By showing best expression of moral conduct. 

2. Stories with morals better than sermons. 

IX. Chief reasons for concentration on ethical values. 

1. Moral ideas chief foundation of individual character. 

2. Course of study treasure house where ideas are gath- 
ered and organized for educational purposes. 

3. Moral ideas and situations applicable in industrial 
life best understood by practising industrial life, 
hence, the study of industries and manual arts. 

4. Reading, spelling, writing:, -language, formal arith- 
metic help in carrying out purposes of life, hence 
moral ends. 

5; Moral conduct develops in school — relation of teach- 
er and pupil should be shaped upon moral ideals. 



16 

6. Collection of race ethics — valuable to^ teacher and 
pupil — enlarge and strengthen character. 

7. With this back ground of educative materials and 
personal influence — the teacher is an organizer of 
moral forces, but must not attempt to rely on his 
own resources of morals. 

m 

The Peoblem of Modifying the School Machinery to 

Meet Modeen Means. 

I. Changes in the School Course. 

1. These changes cover every phase of school work. 

2. Old studies now taught with different aim and in 
a new way. 

(a) Aim of reading — acquaintance with litera- 
ture. 

(b) Aim of history — effort to revive and relive 
past. 

1. ^ot a tabulation of events. 

(c) Aim of language — good English. 

1. I^ot rules and exceptions in grammar. 

3. Kew studies — drawing, manual training and phy- 
sical culture. 

4. Requirements of modern schools — libraries, work- 
shops, outdoor excursions, laboratories, gymnasia, 
kitchens, sewing-rooms, play-rooms, lavatories, 
cloak-rooms, bathrooms. 

5. Instruction in primary grades. 

(a) Almost wholly oral. 

(b) Books largely dispensed with. 

(c) Reading, writing and spelling brought in re- 
lation with geography, history, literature 
and science. 

1. Used to stand in total independence of 
each other. 

6. Relation of school to trades and occupations. 

(a) Typical industries are studied and practiced 
in school. 

1. This shows complete change .of base. 

2. Education made practical. 



17 

7. Attitude of teacher toward children. 

(a) Change in discipline and instruction. 

(b) Milder and more sympathetic. 

(c) Have taken social and parental attitude. 

(d) Appreciate physical and mental defects and 
peculiarities. 

(e) Rule kindly and instruct what is suitable, 
interesting and educative. 

II. Xecessity for a new organization of educational system. 

1. Grreat changes in instruction and spirit of school, 
(a) Require similar change in its machinery. 

1. Physical conditions, rooms and ap- 
paratus. 

2. Daily programme, text-books, libra- 
ries. 

3. Shops, equipments, tools, etc. 

III. Educational problem of working out transition from old 
to new. 

1. Theoretic organization of educational ideas and 
■agencies and adjustment and correlation of studies. 

2. Creation of physical surroundings favorable to 
execution of this plan and arrangement of daily 
programme. 

3. The education and training of teachers to carry 
out this plan. 

IV. Education and training of teachers. 

1. Responsibility of formal and training schools and 
Department of education. 

2. Requirements of these institutions. 

(a) Full acquaintance with educational ideas 
and theories. 

(b) Intelligent sympathy of child and knowl- 
edge of child study. 

-(c) Skill in technique of school studies. 

(d) Broad grasp of relations between subjects 
and their development. 

(e) Strong progressive spirit and power of adap- 
tation to changes. 



18 

Tuv: Teacher Versus the Course of Study. 

I. (^onrse of Study. 

1. Either a shackle binding teacher to fixed routine. 

2. Or guide giving directions to free efforts. 

n. Problem of making course of study. 

1. Too difficult a task for young and inexperienced 
teachers to undertake. 

2. Must be laid out on basis of matured theory and 
experience. 

(a) Subject-matter of each study must be work- 
ed out in rational and coherent plan. 

(b) All subjects must be in harmony and mu- 
tually support one another. 

(c) Essential subjects must be chosen from 
standpoint of child. 

1. Should be related to past and future 
of child's life. 

2. Relation between child, and social 

world kept in mind. 

(d) Can only be made out by one in practical 
touch with best methods. 

(e) Course of study must be flexible. 

1. To suit many kinds of teachers, schools 
and children. 

III. Attitude of teacher toward course of study. 

1. Freedom and spontaneity of teacher guarded and 
encouraged. 

2. Course of study should be outline of leading topics 
not description of details. 

3. Most courses meager outlines. 

(a) Backed by definite text books and recurrent 
■ examinations. 

1. Result leaves teacher little chance for 
self activity. 

4. Teacher's freedom must lie in power to modify 
course in — 

(a) Selection and emphasis of topics. 

(b) Details of executing plan. 



19 

5. Course should suggest a wide range of studies and 
interests to teacher. 

6. Teacher should realize the broadness of course of 
study. 

(a) Each subject a broad realm of knowledge. 

7. Watchword of teacher — enlargement, and expan- 
sion. 

8. Course of study with much detail undesirable. 

(a) Burdens teacher. 

(c) Leaves no avenue for self -activity. 

9. Course of study with only main topics. 

(a) Encouragement and stimulus to energetic 
teacher. 

Flexibility and Adaptability of the Course of Study. 

T. Course of study should be flexible and adaptable. 

1. Children of different capacities and widely differ- 
ent talents meet in same schoolroom. 

2. Course of study must suit needs of all. 

(a) Therefore must not contain detail of work. 

3. Crowded course of study undesirable. 

(a) Taxes strong mind to limit. 

(b) Oppressive burden to average mind. 

(c) Complete discouragement to slow mind. 

(d) Not adaptable to various minds. 

II. Selection of important centers of thought. 

1. Select ideas and topics having room for expansion 
as types. 

(a) Constitutional convention of 178 Y. 

1. Can be made interesting and instruc- 
tive. 

(b) Abler students employed in looking up ref- 
erences. 

2. From this point of view any subject can be adapted 
to each student. 

III. Defendants of this plan: — 

1. Makes clear important and essential things. 

2. Provides for full mastery of subject without over- 
burdening. 



20 

3. Adapts instruction to all sorts of children. 

4. Provides an outlet for expansion of different pu- 
pils according to their different abilities or bents. 

5. Gives bright pupil chance to advance. 

6. Gives special value and meaning to reference work. 

7. Calls for voluntary work of pupil. 

Grading and Promotion. 

I. Kumber of pupils per teacher. 

1. Vary with resources of the community. 

(a) In poor communities — classes are large or 
teacher receives small salary. 

(b) In early days 75 to 80 pupils assigned to 
one instructor. 

(c) In European countries, money for educa- 
tion small so above condition still prevails. 

(d) In elementary schools of United States 35 
to 50 constitutes a group. 

]I. Reduced Classes — • 
Cases. 

1. Children who are mentally deficient require more 
individual attention, ^ot more than 15 to 25 in 
such a class. 

2. In case disciplinary difficulties have presented 
themselves numbers are reduced. 

3. Special study classes — small. 

4. Groups in secondary studies small. 

5. Laboratory, shop, domestic education less than 40 
for effective teaching. 

III. Grades. 

1. Definition of grade — -a large group of pupils un- 
der one teacher wherein is a homogeneity either in 
the entire class or within two or more divisions 
of it. 

IV. Homogeneousness of the Group. 

Kinds 1. European (a) aims to group boys together and 
girls together. 



^1 

(b) Pupils grouped with reference to equal ages. 
But pupils vary in regard to their ability to make 
given rate of progress through course of study. 

2. In upper grades grading might be based on stage 
of physical growth reached. 

3. Classification based on the ability of the pupil to 
do next work presented by the course, is best. 

(a) Such a class contains boys and girls of vari-- 
ous ages. 

(b) All homogeneous with reference to course 
of study. 

(c) All have same skill back of them and same 
knowledge and have need of learning the 
thing before them. 

Y. Merits and Demerits of graded system. 

1. Merits: — 

(a) Found in its great economy of time and 
energy. 

2. Demerits : — 

(a) 'Not a perfect means of adjustment for each 
individual. 

(b) Conditions that disturb homogeneity — - 

1. Physical infirmity. 

2. Irregular attendance. 

3. Inability to make average rate of pro- 
gress. 

(c) Graded system becomes mechanical in pro- 
portion as it fails to properly place those 
who do not continue to fit the group. 

Y I. Reclassification. 

1. Promotion takes place at the end of stated period — 
half year or year. 

(a) Those who have finished terms work well are 
moved into the next stage. 

(b) Those who have failed repeat the work of 
the grade. 

(c) Exceptionally capable pupil allowed to skip 
a grade. 



22 

(d) How to overcome the waste involved when 
child fails to be promoted is the question. 
1. Solved bj large schools by having 
quarterly promotion — even so, adjust- 
ment is only partial. 

\^II. Differences in ability to make progress. 

1. Homogeneousness established is only homogene- 
ousness of intellectual ability and does not take 
into account varying abilities in matter of rate of 
progress. 

2. Solution to problem would be a division into three 
or more groups, for each of which a rate could be 
devised, which would produce effective results. 

VIII. Cambridge Plan. 

1. Separation of children entering an intermediate 
grade into three divisions each of which proceeds 
at different rate. 

2. When different divisions are near each other child 
may be easily transferred to one proceeding at a 
slower or more rapid rate. 

3. Flexible in two ways — for pupil may proceed rap- 
idly or slowly through the course or may be trans- 
ferred from one to other rate. 

4. Important in case of illness, or rapid physical 
growth or of low physical condition. 

5. Requires large schools unless teachers handle sev- 
eral classes or sections. 

IX. Flexible grading system. 

1. Do not systematically arrange for each division 
but aim to provide for contingencies as they arise. 

2. Groups formed but membership may be changed 
if better classification is desirable. 

3. Some studies require more minute classification. 

(a) Essential studies — division must be small. 

(b) Less essential — several divisions m-ay be 
grouped. 

(c) Large sections are divided when small 
groups taking different subject matter or 
moving at different rates, are desired. 



4. Efficacy of system depends on constant .care of the 
superintendent and the principal with the cooper- 
ating teachers. 

- 5. Limitations — 

(a) Xot in making adaptations for pupils on 
intellectual side. In this respect outweighs 

the limitations. 

(b) But (1) Disturbances of social groups in 
the school. 

(2) Demoralizing effect on continuity of 
teacher's work. 

X. By varying the quantity of work in given grade. 

1. Divide grade into two sections. 

(a) More capable. 

(b) Less capable, 

2. Both sections will take the same time but the more 
able ones will be given more supplementary study. 

XL Batavia system. 

L Time of the teacher systematically divided, 

(a) A part devoted to class-work of whole group. 

(b) A part devoted to individual work. 

2. Provides different amounts of teaching according 
to the capacity or incapacity of the pupil. 

3. Assume that weak pupil can be made to keep pace 
with others who progress chiefly on basis of class 
work. 

4. Suggested that two teachers work in same room. 

(a) One responsible for class instruction. 

(b) One responsible for individuals. 

XII. Hawaiian course of study, receiving room. 

(a) For aliens. 

(b) Here they are sorted according to their develop- 
ment and mental ability. 

(c) Then assigned to their grade. 

XIII. Individual teaching system. 

1. Each pupil proceeds at rate most natural to him. 
calling on teacher when difficulties present them- 
selves. 



24 

(a) In rural schools this is so. 

(b) In ungraded classes much of instruction is 
individual. 

2. Success depends on subject and aids which pupil 
must use. 

(a) With specially prepared syllabi outlining 
work carefully, older pupil could proceed 
on individual basis. 

(b) Impracticable with large number of pupils. 

XIY. Ungraded classes. 

1. Advice for mitigating the evils of the graded s^^s- 
tem. 

2. Requisites of classes. 

(a) Must be small. 

(b) In charge of exceptionally capable teachers 

(c) Teaching to some extent individual. 

3. Contain (1) pupils who cannot keep pace with or- 
dinary grade work. 

(2) Pupils ahead of their grade. 

(3) Bright pupils who have lost work. 

(4) Unruly pupils. 

4. Difficulties. 1. Its expense. 

2. ]^ecessity of congregating pupils of 
widely varying capacities and dis- 
positions. 

XV. Tests for promotion. 

1. Are incentives for betteT* work, for effort. 

2. Teacher uses record of day's work as stimulus. 

3. Examination given by superintendent in some 

cases, this, is incentive for doing work which will 
make best showing in examination. 

XV^l. The examination system. 

1. Falling into disuse. 

2. Stimulated those who least needed it. 

3. Degenerated into an instrument of torture. 

4. ]S"ot satisfactory tests. Are tests of ready wits and 
retentive memories. 



25 

XVII. Promotion by teacher. 

1. Can give the tests she deems wise. 

2. Can promote some without test and require tests 
of others. 

3. Can promote those she is certain of and leave the 
rest to be examined by the principal. 

4. Some accredited teachers ; ■ those whose work is 
known, can promote freely — others, whose work 
is not known must submit their pupils to examin- 
tion. 

XVIII. Classification in subject-matter. 

1. All subjects of the school program should not stand 
on the same footing. 

(a) Arithmetic, grammar and music intended 
for smaller groups of pupils.. 

(b) Geography, literature, science and moral in- 
struction for larger groups of pupils. 

XIX. Xumber of sections in a room. 

Xumber of sections profitable for one teacher to handle. 
1. City systems — One teacher has one section. 

(a) Recitation periods long and teacher super- 
vises studying too. 
"2. Rural schools. 
Teacher has one or more grades. 

(a) Many recitations with short periods. 

(b) During recitations major part of pupils en- 
gaged in study. 

3. Variety of cases. City. 

1. One grade divided into two sections. 

2. Two grades pursuing work at different stages. 

3. Three sections in one room. 

4. Probably each teacher should have at least two 
sections always in the room — one reciting and the 
other studying. 

XX. Basis of Flexible Grading. 
Take an ideal school room — 

1. Porty children — not unlike in age and attain- 
ments. 



2. They would constitute one class in singing, in- 
formal music, literature, natural science, penman- 
ship and drawing. 

3. Divided into two groups in history and geography. 

4. Divided into four groups in language and gram- 
mar study. 

5. Divided five groups in arithmetic, and mechanics 
of reading. 

6. Possible results — 

(a) Rate of progress in essential subjects differs 
in different sections. 

(b) Studies which depend less on logical se- 
quences, sections of one may be managed. 

ESSEN^TIAL AND ADDITIONAL STUDIES. 

Aim in grading system. 

1. Enough divisions for accurate adjustment in essential 

studies. 

2. Divisions large in less essential studies. 

Promotion based. 

1. On essential studies. 

2. May omit less essential. 

3. Result — (a) opportunities for adjustment for those studies 

which are necessary to progress through the 
grades, 
(b) Allow^ pursuit of less prominent studies. 

4. Difficulties. 

(a) ^ot agreed as to what are essential studies. 

The separation of brighter from slower pupils. 

1. Separation is a feature of some systems of flexible promo- 
tion. 

1. Will this tend to draw lines around the less ready 
pupil and so effect the social life ? 

2. Capable pupils placed with slow tends to correct 
social disadvantages. 



27 
ENGLISH AND EXPRESSION WORK. 



LIST OF STORIES. 

Basis for Grammar, Composition and Drawing, 

Grade I. 

Ugly Duckling. 
Donkey and the Salt. 
Kila. ^ 

Grade II. 

Eaggvlug. 

Discontented Stone-cutter. 

The Spark of Fire. 

Grade III. 

The Elephant's child. 

Eobin Hood. 

The Pomegranate Seeds. 

Grade IV. 

Rip Van Winkle. 

Lu Sing. 

King of Golden River. 

Grade V. 

Jason and the Golden Fleece. 

King Arthur. 

Fulton and the Steamboat. 

I. The ^oun. 

Classes — number — gender — case. 

1. Rules for forming the plural of nouns, with ex- 
amples. 

2. Plural of donkev, chief, or, knife, Englishman. 

3. Masculine of goose, queen, hen, w^aitress, daughter, 
bride. 

4. Define the three cases — give examples of each. 

5. Rules for forming singular possessive and plural 
possessive : — examples. 

6. The paragraph. (Composition). 



28 



II. The Pronoun. 

Personal, relative, interrogative. 

1. Define each class and give examples. 

2. Decline : — I, — them, — who. 

3. Define antecedent: — write two sentences and un- 
derline the antecedents. 

4. Why does "what" not take an antecedent ? Give 
example. 

5. Write who and whom as interrogative pronouns. 

6. Outlines (Composition). 

III. The Adjective and the Adverb. Pronominal, numeral, 
qualifying adjectives. 

1. Define each class and give examples. 

2. I^ame the three degrees of comparison and give 
examples. 

3. Write sentences containing adverbs. 

4. Adverbs modifying verbs, adverbs, and adjectives. 

5. Compare^ — fast, w^ell, beautifully. 

6. Introduction (Composition). 

IV. The Verb — Transitive, intransitive, regular, irregular, 
voice, tense, mood. 

1. Auxiliary verbs.- Examples. 

2. What is an intransitive verb ? Examples. 

3. What are irregular verbs ? regular 1 

4. List of each — the four parts of each. 

5. Define passive voice. 

6. How is the passive voice formed ? 
1. JBody (Composition). 

V. The Verb (continued). 

1. ^ame all the tenses. 

2. Write a sentence in all the tenses. 

3. When do we use ''shalV and when ''wiir? 

4. Complement — define. 

5. Sentences containing objects of verbs. 

6. What kind of verbs take objects ? 

7. Conclusion (Composition). 

VI. The Verb (continued). 

1. Sentences containing predicate nouns after intran- 
sitive verbs. 



29 

2. Sentences containing predicate nouns after verbs 
in the passive voice. 

3. Case of each noun in above sentences. 

4. Predicate adjective — define and give examples. 

5. Climax (Composition). 

VII. The Conjunction, the Preposition, the Interjection. 

1. Define preposition. 

2. Define conjunction, coordinate and subordinate 
conjunctions. , 

3. Give six examples of coordinate conjunctions and 
six of subordinate conjunctions. 

4. What are correlatives ? Give four examples. 

5. Define interjection. 

6. One sentence containing a conjunction, preposition 
and an interjection. 

7. Theme (Composition). . 

VIII. Sentences according to their structure. 

1. Define simple, complex and compound sentences. 

2. Give an example of each. 

3. Clauses — kinds. 

4. Dependent clauses are introduced bv what ? 

5. Write a compound sentence. Change to complex. 

6. Write a complex sentence. Change to simple. 

7. Plot (Composition). 

IX. Sentences according to their uses. 

1. Define declarative, interrogative, imperative and 
exclamatory sentences. 

2. Give an example of each. 

3. What changes take place in changing a declarative 
sentence to an interrogative sentence ? 

4. Write an interrogative sentence and change it to 
an imperative sentence. 

5. Write an interrogative sentence and change it to 
a declarative sentence. 

6. Forms of Composition. 

X. Subject and Predicate. Phrases. 

1. Define subject, predicate, verb phrase. 

2. What may be the subject ? Examples. 

3. Sentences containing phrases as subjects. 

4. Sentences containing clauses as subjects. 



30 

5. Phrases — kinds and uses. 

6. Sentences containing adjective phrases. 

7. Sentences containing adverbial phrases. 

8. Define — ^N'arration, Description, Exposition and 
Argumentation. 

XI. Miscellaneous. 

1. I^ouns in apposition — define: examples. 

2. What number of verb follows '^you" ? 

3. When is the sign ^^to" of the infinitive omitted ? 

4. What is an inverted sentence ? 

5. Hov^ can we tell what part of speech a word is? 

6. Choice of words (Composition). 

XII. 1. What is the progressive form of the verb ? 

2. Rule for agreement of subject and predicate. 

3. In what ways may a noun or pronoun be in the 
nominative case ? 

4. Examples of each in the foregoing sentence. 

5. Principal parts of the following verbs; lie (to re- 
cline) lay (to place) drink, catch, sew, sow. 

6. Sentences containing all the parts of the verbs, lie 
and lay. 

7. Purity of words, unity, clearness and strength. 
(Composition). 

XIII. Social and business letters. 

Attention paid each day to punctuation and cap- 
talization. 

Daily review of previous work. 

EXPEESSIOIf WORK. 

What is perspective l 

What is aerial perspective ? 

What are horizontal lines ? receding lines ? perpendicular lines ? 

How should horizontal receding lines abvOve the eye be dravni ? 

How should horizontal receding lines below the eye be drawn? 

ANIMALS. 

Draw pictures of rabbits, sitting and running; dog, walking 
and running; horses, walking and running; a cow, calf, a 
rat^ a lion, a giraffe, an elephant and a bear. 



31 



FOWLS. 



Draw pictures of a hen, a rooster, a duck, a turkey and a little 
chicken. 



FIGURES. 



Draw pictures of an old woman, a child, an Indian, a Chinese, 
a Japanese, a king in flowing robes and a boy running. 



VESSELS. 



Draw pictures of a galley, an Indian canoe, a Hawaiian canoe, 
a sailing vessel and a steamer. 



HOUSES. 



Draw a picture of a house, grass hut, castle, Greek temple, a 



Chinese house and a wigwam. 

LANDSCAPES. 

Draw a bit of Hawaiian scenery, a winding river with trees on 
either side, a taro-patch, a forest, a volcano, a cave and a 
gulch. 

VEHICLES. 

Draw pictures of a wagon_, a chariot, a litter and cart. 

TREES. 

Draw pictures of a banana tree, cocoanut tree, monkey-pod tree 
and willow tree. 

FURNITURE. 

Draw pictures of bed, chair, table, a stool and a mat. 



32 



NATURE STUDY. 



Plants — 

I. Field crops. 

Food for man. 

1. Sugar cane. 

2. Kice. 

3. Taro. 

4. Sweet potato, 

5. Coffee. 

Fiber. 

1. Cotton. 

2. Flax. 

3. Sisal. 

4. Manila hemp. 



11. Trees. 



1. Mango. 

2. Avacado pear. 

3. Gruava. 

4. Tamarind. 

5. Papaia. 

6. Palms. 

Y. Cocoannt palms. 
8. Banana. 



Animals. 



I. Mammals (Vertebrates). 

1. Cow. 

2. Goat. 

3. Cat. 

4. Dog. 

5. Eabbit. 

II. Vertebrates. 

1. Birds, (a) Pigeon, (b) Hen, (c) Canary. 

2. Amphibian, (a) Frog. 



33 

III. Invertebrates. 

1. Crab. 

2. Earthworm. 

3. Jelly fish. 

4. Sponges. 

IV. Insects. 

# 

1. Silkworm. 

2. Monarch butterfly. 

3. Cabbage butterfly. 

4. Haw^k moth. 

5. Dragon fly. 

6. Mosquito. 

7. House fly. 

8. Lady beetle. 

9. Mealy bugs and scales. 
10. House spider. 

PLAINTS. 

GROUP 1 FIELD CROPS. 

1. What does the expression ."field prop" mean? 

2. IN^ame ^yo field crops that produce food for man 
in the Hawaiian Islands. 

3. Xame four field crops that produce fiber. 

4. Compare the parts of economic importance of the 
Sugar Cane, Rice and Taro. 

I. Sugar Cane. 

1. X'ame and describe the main parts of which the 
plant consists. 

2. Discuss the distribution of the industry consider- 
ing— 

(a) History of distribution. 

(b) Present distribution. 

(c) Physical features limiting distribution. 

3. Describe (a) Preparation of the land. 

(b) Planting. 

(c) Care of growing plant. 

(d) Harvesting, 
(e)' Milling. 



34 

ii. Rice. 

1. Describe the most important parts of the rice 
plant. 

2. State in what way the different varieties of rice 
differ. 

il. Discuss the distribution of the industry consider- 
ing— 

(a) History of distribution. 

(b) Present distribution. 

(c) Physical features limiting distribution. 

4. Describe the raising of the crop considering — - 

(a) Preparation of the land. 

(b) Planting. 

(c) Harvesting. 

5. What are the different ways in which rice is used 1 
Is the straw of any economic importance ? 

III. Taro. 

1. Compare the stem of the sugar cane, the corm of 
the taro and the seed of the rice. 

2. Name and describe the main parts of the taro plant. 

3. Tell what you can about the history and present 
distribution of the taro. 

4. Describe — (a) Preparation of the land. 

(b) Planting. 

(c) The growing plant. 

(d) Harvesting. 

5. Has the taro any plant or animal enemies ? 

6. How did the old Hawaiians manufacture poi ? 
Compare with modern method. 

7. What is the economic importance of taro ? 

IV. Sweet potato. 

1. Compare parts of economic importance of taro and 
sweet potato. 

2. Describe the plant generally. 

3. Discuss the raising of the crop. 

4. How is the crop harvested and how prepared for 
market ? Explain the treatment during the "sweat- 
ing period." 



35 

V. (^offee. 

1. Describe the coffee plant mentioning 

(a) General form. 

(b) Leaves. 

(c) Flowers. 

(d) Bean. 

2. Tell something about the varieties of coffee and 
mention what three are cultivated in the Hawaiian 

Islands. 

3. What can you saj about the history of coffee ? What 
physical features are necessary for its growth ? 

4. Describe (a) Preparation of the land. 

(b) Planting. 

(c) Cultivation. 

(d) Diseases and pests. 

(e) Harvesting. 

(f) Milling. 

5. Explain (a) Sizing. 

(b) Sorting. 

(c) Preparing for market. 

VI. Cotton. 

1. Describe the part of the cotton plant which is of 
economic importance. 

2. Contrast the upland and Sea Island cotton. 

3. Discuss the distribution and physical requirements 
of cotton. 

4. Describe the preparation of the land. 

5. Give the history of the plant from the time the 
seed is sown through harvesting season. 

6. Explain (a) Ginning. 

b) Baling. 

c) Opening. 

d) Carding. 

e) ^^Sliver." 

f) '^Bobbin and fly frames.'' • 

g) ^'Ring frame." 
h) Warp. 
i) Woof. 

7. In what forms does cotton appear on the market. 



36 

VII. riax. 

1. What is ilax raised f or ^ How many commercial 
varieties ? What are they ^ 

2. Describe the plant. 

3. Discuss its distribution. 

4. What conditions are necessary for the raising of 
flax. 

5. Describe the harvesting and milling of flax. 

VIII. Sisal. 

1. Describe the sisal plant, telling what part is of 
economic value. 

2. Mention five ways in which it is prepared to with* 
stand * drought. 

3. Discuss the distribution of the plant, considering — 

(a) History. 

(b) Present distribution. 

(c) Physical requirements. 

4. Describe the raising of the crop. 

5. Describe the harvesting and milling. 

IX. Manila Hemp (Abaca). 

1. Describe the plant and compare with the banana. 

2. What climatic conditions are necessary for tis 
growth ? 

3. Explain the raising of the trees. 

4. Explain the harvesting. 

5. How is the fiber cleaned ? What is it used for ? 

GROUP II. TREE. 

1. What are the characteristics of a typical tree. 
I. Mango. 

1. Describe the general appearance of the tree and the 
fruit. 

2. What physical conditions are necessary for the 
cultivation of the mango tree ? In what countries 
is the mango tree found ? 

3. Describe planting of the mango seed and care of 
young tree. 

4. Has the mango any enemies ? If so what are they ? 

5. How is the fruit gathered ? How packed for 
shipping. 

6. How is the mango used ? 



37 

II. Avacado or alligator pear. 

1. Describe (a) General appearance of tree. 

(b) Fruit. 

2. Discuss the distribution and physical requirements. 

3. Tell about the (a) Planting. 

(b) Gathering of the fruit. 
» (c) Shipping, 
(d) Uses. 

4. Compare the fruit with that of the mango. 

III. Guava. 

1. Describe the tree and the fruit. 

2. What can you say concerning the different varie- 
ties ? 

3. How does rich soil effect the growth of tree and 
the quality of the fruit. 

4. Discuss (a) The planting of the guava. 

(b) Care of the growing tree. 

(c) Fruit and its uses. 

IV. Tamarind. 

1. Describe the general appearance of the tree. 

2. Where is it cultivated ? 

3. Describe the flowers and fruit. 

4. How is the fruit prepared for use ? 

5. How may tamarind trees be raised ? 

6. Of what use is the tree ? 

V. Papaia. 

1. Compare the papaia and banana trees (a) general 
form of tree, (b) leaves, (c) flowers. 

2. Describe the fruit. 

3. What physical features limit its distribution? Of 
what country is it a native? 

4. Describe (a) the planting 

(b) the growing plant 

(c) the harvesting 

(d) marketing 

5. What parts of the papaia tree and fruit are useful ? 
For what are they used ? 



38 

VI. Banana. 

1. What is the form of the tree ? 

2. Of what does the trunk consist ? 

3. In what form are the flowers borne ? Describe 
them. 

4. i^ame four conditions necessary for cultivation of 
banana trees. 

5. Describe the planting. 

6. Describe the harvesting and shipping. 

VII. Palms. 

1. Name ^ve characteristics of the palm order. 

2. Give a general description of a palm tree. 

3. Discuss their (a) Distribution. 

(b) ReprodiUction. 

(c) Enemies. 

(d) Economic value and uses. 

4. Describe in few words — 

(a) Traveller's palm. 

(b) Royal palm. 

(c) African oil palm. 

(d) Cocoanut palm. 

(e) Date palm. 

(f) Sago palm. 

VIII. Cocoanut palm. 

1. Describe the cocoanut and tell wherein the varie- 
ties differ. 

2. Discuss the distribution mentioning 

(a) History of distribution. 

(b) Present distribution. 

(c) Physical features limiting distribution. 

3. Discuss raising the crop. 

(a) Choosing the seed. 

(b) Planting seed in nurseries. 

(c) Transplanting. 

(d) Growing plant. 

(e) Enemies of the plant. 

4. Explain — 

(a) Coir. 

(b) Copra. 

(c) Cocoanut oil. 

(d) Other uses. 



39 



ANIMALS. 



GROUP I. MAMMALS VEKTEBRATES. 



1. What is a ruminant? 

2. What animals belong to the family of ruminants ? 



I. Cow. 



1. From what wild stock ^vas the cow derived ? 

2. What five features originally made the cow desir- 
able as a domestic animal ? 

3. Describe a cow. (a) appearance. 

4. What are the habits of a cow ? 

5. Tell what you can about (a) Dairy cattle, (b) 
Meat cattle. 

6. What does man get from the cow ? 

II. Goat. 

1. From what wild stock was the goat derived ? 

2. Xame four features w-hich originally made the 
goat useful as a domestic animal. 

3. Give characteristics of (a) Swiss goat. 

(b) Angora goat. 
1 (c) Irish goat. 

(d) Cashmere goat. 

4. Describe the life and habits of the goat. 

5. What does man receive from the goat? 

III. Cat— Pet. 

1. To what w^ild animals is the cat related ? 

2. What are the reasons for- its domestication ? 

3. Name and describe eight varieties of cats. 

4. How does the mother cat prepare for and care for 
her young? 

5. Tell about (a) Growth of kittens. 

(b) Life of full growm cat. 

(c) Behavior when mousing. 

(d) Behavior when fighting. 

(e) When frightened. 

(f) When showing affection. 

6. Of what use is cat to man ? 



40 

IV. Dog— Pet. 

1. To what wild animals is dog related ? 

2. Name and describe ten varieties of dogs. 

3. How does the mother dog prepare and care for 
her young ^ 

4. Describe the (a) Growth of the little ones. 

(b) Life of the grown animal. 

5. In what ways does the dog serve man? 

V. Rabbit— Pet. 

1. Write short paragraphs on the following — 

(a) Class to which the rabbit belongs. 

(b) From what wild stock is it derived ? 

(c) What features made it desirable as a dom- 
esticated animal ? 

(d) General description. 

2. How does the mother rabbit prepare and care for 
her young ? 

3. Give a short account of — 

(a) Growth of the young. 

(b) Life of a wild rabbit. 

4. Of what use is the rabbit to man ? 

GROUP II. BIRDS VERTEBRATES {CoYlt.) 

1. Describe a typical bird. 

2. What are its nesting habits ? 

I. Pigeon. 

1. Give the history of the pigeon mentioning the 
most useful and marked varieties. 

2. Write the life history of the pigeon. 

3. Of what use is it to m-an ? 

II. Hen — Domestic bird. 

1. Write a short paragraph on the history of the hen. 

2. Describe (a) Laying of eggs. 

(b) Incubation. 

3. How does the mother care for young? 

4. What are some of the characteristic habits of hens ? 

5. How should chickens and yard be cared for? 

6. What are the chief enemies and diseases of chic- 
kens? 



41 

III. Canary — Domestic bird. 

1. Describe the canary as it appears in its wild 
state. 

2. What can you say about the life and habits of the 
canary ? 

(a) Wild state. 

(b) Captivity. 

3. What benefits does man receive from the canary ? 

IV. Frog-^( Amphibia). 

1. What is an amphibian? 

2. Give a general description of a frog and name 
eight varieties. 



o. 



What are the haunts and habits of the adult? 

4. Describe the development of a frog from time egg 
is hatched until adult is formed. 

5. Of what use is the frog to man ( 
Grroup III Invertebrates. 

V. Crab (Crustacea). 

1. ^ame some of the related forms. 

2. Describe the crab. 

3. Mention four varieties of crabs and tell something 
about each. 

4. Write a paragraph on each of the following. 

(a) Haunts and habits of the adult. 

(b) Mother and young. 

(c) Grow^th of the young crab. 

(d) Relations to man. 

VI. Earthworm. 

1. To what group of animals does it belong? 

2. Write a general description of the earthworm. 

3. What are the haunts and habits of the -adult? 

4. Explain its life cycle. 

5. ^ame six ways in which it improves the soil. 

VII. Jelly Fish. 

1. l^ame some of the animals related to the jelly fish. 

2. Describe the appearance of the jelly fish. 

3. Write short paragraphs on the following, 

(a) Different varieties. 

(b) Haunts and habits of the adult. 



42 

(c) Mother and young. 

(d) Growth of the young. 

(e) Relation to man. 

VIII. Sponges. 

1. Discuss the history of the sponge. 

2. Discuss the anatomy of the sponge. 

3. Describe sponge fishing. 

4. For what is the sponge used? 

IX. Silkworm. 

1. To what insects is the silkworm related ? 

2. Describe the silkworm moth. 

3. Grive the life history of the insect. 

4. What is the value of the silkw^orm to man ? 

5. What rules did Pasteur make in regard to dis- 
eased insect? 

X. Lady Beetle. 

1. Describe the lady beetle. 

2. Write a summary of 

(a) Egg and larval stage. 

(b) Pupal and adult stages. 

(c) Economic value. 

XI. Monarch butterfly. 

1. Describe the adult. 

2. Write briefly upon — 

(a) Haunts day and night. 

(b) Larva or caterpillar. 

(c) Chrysalis. 

(d) Relations to man. 

XII. Dragon fly (Pinau). 

1. Xame some related insects. 

2. Describe the adult. 

3. N'ame and briefly describe six varieties. 

4. Write briefly upon — 

(a) Life and habits. 
* (b) The egg. 

(c) Growth of the young. 

(d) Relation to man. 



43 

XIII. House spider (Nananana). 

1. Xame related forms. 

2. Describe a typical spider. 

3. Xame and briefly describe eight varieties of spid- 
ers. 

4. Write briefly upon. 

(a) Haunts and habits of the adult. 

(b) Mother and the young ones. 

(c) Growth of the young spiders. 

(d) Relation to man. 

XIV. Cabbage butterfly. 

1. What insect forms are related to the cabbage but- 
terfly ? 

2. Describe the adult. 

3. Where are they to be found (a) at night, (b) in 
day time '( 

4. Give the life history from hatching of egg until 
•adult is formed. 

5. In what way are they harmful ? 
In what way are they useful ? 

6. Relate the history of the cabbage butterfly. 

XV. Hawk Moth. 

1. How^ do moths differ from butterflies ? 

2. Give general description of the adult. 

3. Write a brief account of 

(a) The egg. 

(b) Larva or caterpillar. 

(c) Pupa or chrysalis. 

4. Of what importance is the moth to flowers? 

5. Is the moth of any use to man ? 

XVI. Mosquito. 

1. Xame some related insects. 

2. What are the three varieties found in Hawaii ? 

3. Why are there so many mosquitoes in Hawaii ? 

4. Describe the eggs. 

5. Describe the larva: 

6. Discuss conditions larva demands. 

7. Describe the pupa. 

8. Write a brief account of the adult. 

(a) Sex (b) Bites (c) Buzzing. 



44 



9. What can joii saj about the relation of mosquitoes 
to disease? 

10. Can the mosquito be exterminated ? Discuss. 

XVII. The House %. 

1. Give a general description of the appearance of 
the adult. 

2. Discuss (a) Haunts by night and day. 

(b) The eggs. 

(c) Larva. 
. (d) Pupa. 

3. In what ways is insect injurious to the interests 
of man. 

XVIII. Mealy bugs and scales. 

1. Write a general description of mealy bugs and 
scales. 

2. What can you say of their history in the Hawaiian 
Islands. 

3. What varieties are found here? 

4. Give their life history. 

5. How can scale insects be exterminated ? 



45 



PHYSIOLOGY. 



HANDS. 

1. Poisonous nature of dirt. 

2. Dirtiness of hands and nails, and effects. 

3. Washing the hands. 

4. Care of nails — trimming, etc. 

5. Sores and cuts, etc. 

6. Joints in the hands and fingers. 

7. Pores. 

8. Structure of the skin. 

9. Uses of hands. 

10. Uses of the skin. 

11. Muscles of the hand — structure and uses. 

12. Feeling with the hand — nerves. 

13. The general structure of the arm. 

14. Blood vessels of the arm. 

15. Pulse. 

FEET. 

1. Cleanliness. 

2. Cuts and bruises. 

3. Tendons and muscles of the foot. 

4. Ankle joint. 

5. General structure of the leg. 

6. Proper shoes. 

7. Walkino-. 



o* 



Joints. 



FACE. 



1. Cleanliness. 

2. Face skin compared with hand skin. 

3. Perspiration. 



46 

4. Blood supply. 

5. Muscles and nerves. 

6. Sensitiveness of the skin. 

MOUTH. 

1. Cleanliness. 

2. Teeth- — niTmber, kinds, structure. 

3. Care of the teeth. 

4. Tongue- — structure and uses. 

5. Talking. . 

6. Effects of tobacco on mouth. 

7. Mucous membrane. 

8. Salivary glands. 

9. Care of lips. 

l^OSE. 

1. Cleanliness. 

2. Structure and function. 

3. Colds. 

4. Effect of tobacco on nose. 

5. Smelling. 

6. Nose bleed. 

7. The senses in general- compared with smelling. 

EYES. 

1. Cleanliness. 

2. Structure and function. 

3. Sight. 

4. Foreign bodies in the eye. 

5. Diseases, abnormal condition, and accidents. 

6. Color. 

7. Relation to brain. 

8. Eyes of other anim'als. 

9. The retina. 

10. Sight compared with other senses. 

11. Trachoma. 



47 



EARS. 

1. Cleanliness. 

2. Structnre and function. 

3. Foreign bodies. 

4. Diseases, abnormal conditions, accidents. 

5. Sound and music. 

6. Ears of other animals. 

7. The basement membrane. 

8. Singing. 

9. Hearing compared with other senses. 

HAIR. 

1. Cleanliness. 

2. Structure and function. 

3. Color. 

4. Baldness. 

5. Hair of other animals. 

NECK. 

1. Structure and function. 

2. Necks of other animals. 

3. Cleanliness. 

4. Diseases, etc. 

CLOTHING. 

1. Uses. 

2. Cleanliness. 

3. Clothing of animals. 

4. Fitting of clothing. 

5. Proper material. 

6. Laundrjing of clothing. 

FOOD. 

1. Hunger. 

2. Eating. 

3. Digestive juices. 

4. Water as food. 

5. The alimentary canal. 

6. The lymphatic system. 

7. Storage of food in the body. 



48 



8. Elimination of waste products. 

9. Digestion and absorption of food. 
•10. The kinds of food and their value. 

11. The stomach. 

12. The liver. 

13. The kidneys. 

14. The intestines. 

SANITAEY ENVIROI^MENT. SCHOOL. 

1. Cleanliness of personal property. 

2. Cleanliness of school room. 

3. Dust. 

4. Germs. 

5. Ventilation. 

6. The school yard. 

7. Drinking. 

8. Eating. • 

SANITAEY EITVIROWMENT. HOME. 

1. Cleanliness of the different parts of the home. 

2. Cleanliness of the yard and street. 

3. Darkness, dust and disease. 

4. Quarantine and contagious diseases. 

5. Bathing. 

6. Eating. 

7. Sleeping. 

8. Garbage and rubbish. 

9. The sev^er system. 

10. Pure food. 

11. The physician. 

12. Pure water. 

13. Cottages vs. tenements. 

SAJ^ITARY ENVIRONMENT. CITY. 

1. Duties of each citizen. 

2. Municipal organization. Board of Health, etc. 

3. Streets. 

4. Garbage. 

5. Diseases — quarantine. 

6. Water and milk. 

7. Fevers, plagues, etc. 

8. Harbor and waterfront. 



49 



SUI^SHINE. 

1. Description and uses. 

2. Kelation to plant health. 

3. Relation to bodily health. 

4. Relation to disease germs. 

PURE AIR. 

1. Definition and .usefulness. 

2. Impurities. 

3. Respiration. 

4. Functions of the blood. 

5. O. and C. O^ 

6. Relation to lung diseases. 

7. Methods of ventilation. 

REST AND SLEEP. 

1. l^ecessitj. 

2. The daily cycle. 

3. The body an engine. 

4. Growth during sleep. 

5. Care of sleeping room. 

6. Dreams. 

7. Ratio of rest and exercise. 

EXERCISE. 

1. JSTecessity. 

2. Best methods. 

3. Relation to breathing and circulation. 

4. Relation to muscle and fat. 

5. Relation to endurance and longevity. 

6. Relation to mental work. 

7. - A long life. 

8. Work and play. 

9. Games. 

ACCIDENTS AND WOUNDS. 

1. Cuts. 

2. Bleeding in general. 

3. Internal bleeding. 

4. Bleeding from capillaries. 

5. Bleeding from veins. 



60 

(3. Bleeding from arteries. 

7. Faintness. 

8. Splinters, etc. 

9. Broken bones. 

10. Burns. 

11. Sprains and dislocations. 

12. Drowning. 

INTERNAL ANATOMY. 

1. Alimentary canal — structure and function. 

2. Circulation structure and function. 

3. jN^ervous system structure and function. 

4. Muscular system structure and function. 

5. Lymphatic system structure and function. 

6. Brain structure and function. 

7. Heart structure and function. 

8. Stomach structure and function. 

9. Intestines structure and function. 

10. Liver structure and function. 

11. Pancreas structure and function. 

12. Kidneys structure and function. 

13. Spleen structure and function. 
1-1. Lungs and diaphram function. 

15. Capillaries, veins, arteries. 

16. Course of the blood. 

17. Relation of nervous system to other systems. 

18. Relation of digestive system to other systems. 

19. Relation of. muscular system to other systems. 

20. Relation of osseous system to other systems. 

21. Relation of lymphatic system to other systems. 

22. Skeleton — structure and functions. 

FEELINGS. 

1. How we feel. 

2. Structure of nerves. 

3. Kinds of nerves. 

4. Spinal chord. 

5. Brain. 

6. Ganglia. 

7. Relation of brain to thought and action. 

8. Habit. 

9. l^ervous connections of organs. 



51 



GEOGRAPHY. 



1st Week. 

Position. 

Transportation. 

Communication. 
2nd Week. 

Physical features. 
3rd Week. 

Climate. 
4th Week. 

Plants. 

Animals. 

Minerals. 

Soils. 
5th Week. 

Industries. 
6th Week. 

Trade. 

Population. 

Government. 

Geographic changes. 

REFERENCES. 

Baldwin's — Hawaiian Geography. 

Xewell's — Hawaii — Its Natural Resources and Opportunities 

for Home-Making. 
Dodge's — General Advanced Geography. 
Xatural Advanced. 

Tarr k McMurry — Advanced Geography. 
Herhertson's — Man and His Works. 
Lyde's — Man and His Markets. 
Herhertson's — Descri])tive Geographies. 
Davis' — Elementary Meteorology. 
Davis' — Physical Geography. 
Tarr's — Physical GeogTaphy. 
Adams' — Commercial Geography. 
Gannett's — Commercial Geography. 



62 

]\J ill's — International Geography. 
Carpenter's — Readers. 

" — Clothing. 

— Eood. 
Great American Industry Series. 
Chase & Clow's — Stories of Industry. 
Wilkinson's — Story of Cotton. 
Shaler's — Sea and Land. 
Johnson's-^Mathematical Geography. 
Encyclopedias. 
Century Atlas. 
Department Commerce and Labor — Great Canals of the 

World. 
Department Commerce and Labor — Principal Transportation 

Routes of the World. 
Steamship folders. 
Railway folders. 
Promotion Committee Pamphlets. 

Locate on map of world and tell something about each of the 
following : 

World. 

Continents, Oceans, Equator, Tropic of Cancer, Tropic of 
Capricorn, Arctic Circle, Antarctic Circle. 

ISLANDS. 

Hawaiian, Philippine, Sumatra, Japan, Borneo, Java, 
Celebes, [N"ew Guinea, 'New Zealand, Guam, Midway, Sa- 
moa, Fiji, Tasmania, Tahiti, Cuba, Porto Rico, Iceland, 
Azores, Canary, Cape Verde, Bermuda, Madagascar, Cey- 
lon, British Isles, Sardinia, Sicily, Cyprus, Crete, Spit- 
zenbergen, ^N'ova Zembla, ISTewfoundland. 

CITIES. 

North America. 

San Francisco, Seattle, Portland, Los Angeles^ Mexico, 
Panama, Colon, New Orleans, St. Louis, Denver, Salt 
Lake City, Chicago, Washington, D. C, Baltimore, Phil- 
adelphia, New York, Boston, Montreal, Toronto, Quebec, 
Winnipeg, Vancouver, Ottaw^a, Halifax, St. Johns, Sitka, 
Havana. 



53 

Europe. 

Paris, Madrid, Lisbon, Gibraltar, Rome, Zurich, Brus- 
sels, Amsterdam, The Hague, Antwerp, Leipzig, Berlin, 
Hamburg, Munich, Copenhagen, Vienna, Athens, Con- 
stantinople, Odessa, Moscow, St. Petersburg, Stockholm, 
Christiana, London, Liverpool, Manchester, Edinburg, 
Glasgow, Dublin, Belfast. 

South A/merica. 

Quito, Valparaiso, Buenos Ayres, Montevideo, Bio de 
Janeiro, Para, Caracas, Lima. 

Asia. 

Hongkong, Canton, Peking, Port Arthur, Vladivostok, 
Shanghai, Manila, Tokio, Yokohama, Kobe, Bangkok, 
Jerusalem, Bombay, Calcutta. " 

Austral\ia. 

Melbourne, Sydney, Brisbane. 

New Zealand. 

Wellington, Auckland. 

Africa. 

Cairo, Tuns, Algiers, Tangiers, Cape Town, Kimberly, 
Mombasa, Timbuktu, Khartum. 

MOUJ^TTAIKS. 

North America. 

McKinley, St. Elias, Shasta, Popocatipetl, Washington, 
^. H., Mitchell, ^. C, Orizaba. 

South Am.erica. 

Cotopaxi, Chimborazo, Aconcagua. 

Europe. 

ilekla, Kiolen, Ural, Pyranees, Apennines, Vesuvius, 
Etna, Alps, Blanc, Caucasus, Karpathian. 

Asia. 

Himalaya, Everest, Altai, Khinghan, Stanovoi, Fuji-yama, 

.1 fmca. 

Atlas, Tarso, Snow, Kilimanjaro, Kenia. 

Australia. 

Australian Alps, Blue Mountains. 

New Zealand. 

Cook, Baupehu. 



64 

RIVERS. 

Asia. 

Granges, Brahmaputra, Yangtse-kiang, Hoangho, Mekong, 
Amur, Lena, Yenisei, Obi, Euphrates, Tigris, Indus. 

Europe. 

Thames, Siene, Po, Tiber, Ehine, Rhone, Elbe, Danube, 
Volga, Dneiper, Dwina, Ural. 

Africa. 

^ile, Niger, Congo, Orange, Zambezi, Blue E^ile. 

Australia. 

Murray, Darling. 

North America. 

Yukon, Mackenzie, Columbia, Colorado, Rio Grande, 
Mississippi, Missouri, Hudson, St. Lawrence. 

Soiitli America. 

Amazon, Orinoco, Plata. 

LAKES AND SEAS. 

South America. 

Titicaca, Maracaibo. 

Asia. 

Baikal, Caspian, Aral, Okhotsk, Japan, Yellow, China, 
Red, Dead, Arabian, Bengal, Bering. 

North A m.erica. 

Superior, Michigan, Huron, Erie, Ontario, Champlain, 
Salt Lake, J^icaragua, Winnepeg, Great Bear, Hudson 
Bay, Gulf of Mexico. 

Europe. 

Geneva, Constance, Baltic, Black, White, ]^orth. 
y\ frica. 

Victoria Nyanza, Tanganyika, Nyassa, Chad. 

DESERTS. 

Sahara, Kalahari, Arabian, Gobi, Great Basin, Atacama, 
Great Victorian. 



55 
OUTLINE. 

I. Position of Hawaii. 

1. Latitude. 

2. Longitude. 

3. Standard time. 

a. Relation of Hawaii to Pacific. 

b. lielation of Hawaii to World. 

1. Lines. 

1-. Equator. 

2. Tropics. 

3. Circles. 

2. Oceans. 

3. Continents. 

4. Chief cities, rivers, islands, etc. 

Transportatio7i and Communication. 

a. Steamers and sailing vessels passing through Honolulu. 

1. Companies. 

2. Routes. 

3. Ports. 

b. Steamer routes of World. 

c. Railways of Hawaii. 

d. Railways of World. 

1. Companies. 

2. Routes. 

3. Important Stations. 

e. Canals of Hawaii. 

1. Irrigation. 

f. Canals of World. 

1. Effects on Trade. 

2. Effects on Cities. 

g. Telegraphs of Hawaii. 
Telegraphs of World. 

h. Cables of the Pacific. 

1. Description of cable. 

1. Parts. 

2. Cable laving. 
3*. Code. 



66 



2. British. 

3. American. 

i. Cables of the world. 

1. Routes. 

2. Importance. 

j. Mails and Post Offices. 

II. Geographic controls. 
a. Physical features.. 

1. Volcanoes. 

1. Volcanoes of Hawaii. 

2. Volcanoes of world. 

3. Volcanic disasters. 

Vesuvius. 
Krakatoa. 
Martinique. 

4. Earthquakes. 

Cause. 

Disasters. 

San Francisco. 

Charleston. 

Lisbon. 

Sicily. 

2. Mountains. 

1. Mountains of Hawaii. 

2. Mountains of world. 
Mountain passes. 

Pali. 

Thermopylae. 

Khaibar. 

Simplon. 

Harpers Perry. 

Chilkoot. 

3. Characters of mountain people. 

3. Plains. 

1. Plains of Hawaii. 

2. Plains of world. 

Central United States. 
Central Europe. 
Central Asia. 
Hot. 



67 

Cold. 

M-asses of people. 

Region of industries. 

3. Character of plain people. 

4. Drainage. 

1. Drainage of Hawaii. 

2. Drainage of world. 
Lakes and rivers. 

Influence on trade. 
Influence on transportation. 

5. Valleys. 

1. Valleys of HaAvaii. 

2. Valleys of world. 

Typical Hawaiian valley. 
Mississippi — Missouri. 
.Ganges. 
Yangtze-kiang 
Mle. 
Amazon. 

3. Life and character of valley people. 

6. Oceans. 

1. Description. 

2. Work. 

Tides. 
Waves. 

3. Means of transportation. 

4. Life of ocean. 

Source of food.. 

7. Shores. 

1. Shores of Hawaiian Islands. 

Coral. 

2. Shores of world. 

Work of ocean on land. 

Harbors. 

Life of shore people. 

Light houses, — warning, welcome. 

8. Scenic beauty of Hawaiian Islands. 
Scenic beauty of worlds spots. 



58 



III. (b) Climate. 

1. Controls of climate. 

1. Temperature. 

Position on globe. 
Instruments of measuring. 
Thermometers. 
Isotherms. 

2. Weight of air-pressure. 

Barometers. 

Isobars. 

Winds. 

Planetary. 

Terrestrial. 

Cyclonic storms. 

Kona storms. 

Effects. 
Monsoons. 
Ocean currents. 

Cause. 

Effects. 

3. Moisture in air. 

Rain gauge. 

Pain. 

Distribution. 

2. Physical features. 

1. Effects on climate. 

3. Climate of Hawaiian Islands. 
Climate of world region. 

1. Zones. 

2. Influence on Character of people. 
Food. 

Shelter. 
Clothing. 

IV. (c) Plants. 

1. Plants of Hawaiian Islands. 

1. Indigenous. 

2. Introduced. 

3. Mountain zones of plants. 

2. Zones of world. 
1. Grass lands. 



59 



y. 





2. Forest lands. 




Temperature. • 
Tropical. 




3. Deserts. 




Hot. 




Cold. 




4. Control men. 


d. 


Animals. 




1. Animals of Hawaiian Islands. 




1. Indigenous. - 

2. Introduced. 




2. Of world. 




1. Tropical. 

2. Temperate. 

3. Frigid. 




3. Control men. 


e. 


Minerals. 




1. Minerals of Hawaiian Islands. 




2. Mineral regions of world. 




1. Mountains. 




3. Control men. 


f. 


Soils. 




1. Soils of Hawaii. 




1. Volcanic. 




2. Soils of world. 




3. Control men. 


Industries. 


a. 


Of Hawaiian Islands. 


b. 


Of world. 




1. Agriculture. 



1. Sugar, rice, coffee, pineapples, wheat, com, 
cotton, tobacco, vegetables. 

2. Conditions make possible. 
Water. 

Climate. 

Soil. 

Labor. 

Market. 

Cost. 



60 



2. Lumbering. 

1 Conditions that make possible. 

Labor. 

Market. 

Cost. 

Climate. 

Physical. 
2. Lumber regions, camps. 

3. Mining (iron, coal, silver and gold), 

1. Conditions that maj^e possible. 

Physical. 

Market. 

Labor. 

2. Different methods. 

4. Cattle. 

1. Conditions that make possible. 

Physical. 

Climate. 

Market. 

Ranches. 

Dairying. 

2. Ranching regions of the world. 

5. Fishing. 

1. Conditions that make possible. 

Climate. 

Physical. 

Market. 

2. Fishing regions. 

6. Manufacturing. 

1, Conditions that make possible. 

Physical. 

Power. 

Supply of raw material. 

Demand for manufactures. 

Labor. 

Transportation. 

2. Manufacturing centers. 

Food. ' 
Textile. 
Machinery, etc. 



61 

Vr. Trade. 

a. Rise of trade. 

1. Barter. 

2. Medium. 

3. Material. 

b. Trade centers. 

1. Kelation of physical, climate and population. 

2. Water supply. 

3. Position — physical. 

1. Harbor of Honolulu. 

2. Surrounding country. 

4. Products. 

1. Exchange of raw for manufactured. 

Hawaii. 
England. 

2. Transportation. 

Population of world. 

a. Effected by geographic controls. 

Government. 

a. Of Hawaiian Islands. 

b. Of World. 

1. United States possessions. 

2. English possessions. 

3. German possessions. 

4. Russian possessions. 

5. Japanese possessions. 

6. Chinese possessions. 

How man changes geography. 

a. Overcome climate. 

b. Water distribution. 

c. Land. 

d. Animals. 

e. Plants. 

f. Races of men. 

EXPRESSION WORK. 

I. Outline map of world, locating lines, oceans, continents, 

cities, etc. 

Map of Pacific, locating S. S. routes and cables. 
Map of world, locating chief railroads. 
Map of world,, locating chief canals. 



62 

II. Relief maps of each of Hawaiian Islands. 
Relief map of world locating physical features. 
Map of world locating mountain passes. 

Map of world locating plains. 

III. Diagram of planetary winds. 
DiagTam of terrestrial winds. 

Map of world locating ocean currents. 
Map of world showing distribution of, rain. 

IV. Diagram showing mountain zones of Hawaiian Islands. 

V. Map of world and Hawaiian Islands showing sugar pro- 
ducing regions. 

Map of world and Hawaiian Islands showing rice pro- 
ducing regions. 

Map of world and Hawaiian Islands showing coffee pro- 
ducing regions. 

Map of world and Hawaiian Islands showing pineapple 
producing regions. 

Map of world and Hawaiian Islands showing wheat pro- 
ducing regions. 

Map of world and Hawaiian Islands showing corn pro- 
ducing regions. 

Map of world and Hawaiian Islands showing cotton pro- 
ducing regions. 

Map of world and Hawaiian Islands showing tobacco 
producing regions. 

Map of world and Hawaiian Islands showing vegetable 
centers. 

Map of world and Hawaiian Islands showing forest re- 
gions. 

Map of world showing iron regions. 
Map of world showing coal regions. 
Map of world showing silver regions. 
Map of Hawaiian Islands showing cattle regions. 
Map of world showing cattle regions. 
Map of world showing fishing regions. 
Map of world showing food producing regions. 
Map of world, showing textile regions. 
Map of world showing manufacturing regions. 
VI. Map of world locating trade centers. 
Map of harbor of Honolulu. 
Map of world showing population. 



63 

Map of world locating United States possessions. 
Map of world locating English possessions. 
Map of world locating German possessions. 
Map of world locating Russian possessions. 
Map of world locating Japanese possessions. 
Map of world locating Chinese possessions. 

QUESTIONS. 

1. What is geography ? 

What is latitude ? 

What is longitude ? 

What is standard time? 

Locate the standard time belts of United States. 

What is the International Date Line? 

If a steamer sailing westward reaches 180° Meridian on 
Tuesday noon, what is the time after the ship crosses 
meridian ? Reasons. 

If it is 10 o'clock Honolulu, what time will it be in San 
Francisco ? 

What is the latitude of Hawaiian Islands ? 

What direction is Honolulu from Mexico ? From Bris- 
bane ? Hong Kong ? Nome ? Valparaiso, New York ? 
London ? Calcutta ? 

What is the equator ? 

What are the tropics ? 

What are the circles? 

Of what use is the scale of miles. 

Is there six months of darkness and six months of light at 
Arctic Circle ? Reason. 

Name the countries, islands or large cities on the equator. 

On the Tropic of Cancer. 

On the Tropic of Capricorn. 

On the Arctic Circle. 

On the Antarctic Circle. 

On the 0° meridian. 

On the 180° meridian. 

Wliat is the route of the Pacific Mail Steamship line ? 

What is the route of the Arnerican-Hawaiian line ? 

What is the route of the Canadian- Australian line ? 

Royal Mail line ? 



64 

Are the number of sailing vessels calling at Honolulu de- 
creasing ? Why ? 

Why do not the Pacific Mail boats stop at such ports as 
Waialua, Midway, Guam or Eunchan ? 

What are the great steamer routes across the Atlantic? 

What is the chief route to India? 

How many miles is it from Honolulu to San Francisco ? 
To Yokohama ? To Fiji ? 

How many days does it ordinarily take a steamer between 
these same places ? 

How far is it from ]^ew York to Liverpool ? How many 
days ? 

Trace the route of the Trans-Siberian Railway. 

Trace the route of the Cape to Cairo Railway. 

Trace three ways by which one may go from San Fran- 
cisco to' 'New York ? How long would each take ? 

Why is there a network of railway in Central Europe, and 
eastern United States ? 

Describe a Pullman train in United States and a compart- 
ment car in Europe. 

Why is Chicago one, of the largest railway centers in the 
world ? 

Why are there so few railroads in South America running 
from east to west ? 

Whv are canals built ? Three reasons. 

What effects has the Suez Canal brought about? The 
Erie ? The Manchester ? Kaiser Wilhelm ? Grand Canal 
of China? 

Trace route of Pacific Cables. 

Describe a cable, — its appearance, cable ship, laying, care 

and code. 
Is there any similarity in the great steamship, railroad, 

telegraph and cable routes of the world. If so, why ? 
Has cable communication done anything for Hawaiian 

Islands? What? 

Why are these islands called the ^^cross roads of the Paci- 
fic ?'' 

(a) Describe an eruption of Kilauea. Of Vesuvius. 

What is the generally accepted cause of earthquakes ? 
Describe an old mountain. A young mountain, 
^ame an old and young mountain on these islands. 



65 

Wlij are mountain passes rather than mountain peaks 

the strategic points of mountain ranges ? 
How do mountains effect routes of travel ? 
How do the roads of Oahu illustrate the following: — 

Routes of travel always seek the easiest grade '^ 
Describe the occupations of mountain people. 
What effect has their physical environment had on the 

mountain whites of United States ? 
Locate the great plains of the world ? 
Why do more people live on the plains than mountains ? 
Account geographically for the industries of plains. 
Describe the life of people of hot plains. Of cold 

plains. 
Contrast life of hot and cold plains people. 
Describe character of plains people. 
Describe the drainage of Oahu. Of Hawaii. 
Describe the drainage of each continent. 
What is the relationship between slope of land and 

river systems ? 
W^hy are river valleys so thickly populated? 
Describe the character of valley people. 
Which are natural boundary lines, rivers or mountains ? 

Why? 
Describe the valley of the Amazon. The Nile. The 

Ganges. The Mississippi-Missouri, Yangtse-kiang, 
Compare the transportation facilities of valleys, plains 

•and mountains. Reasons. 
Describe the bottom of the ocean. 
What advantage are tides ? 
What does ^'high tide large" and ^'high tide small" 

mean ? 
What is the work of waves? 
Describe an atoll. 
Compare transportation on mountains, plains, valleys 

and ocean. 
Of what advantage to man is the ocean? 
How do coral reefs effect this island (Oahu) ? 
Why are there lighthouses ? 
Describe the life of people living on rocky shores. On 

smooth shores. 
Describe Honolulu Harbor. 
What are the essentials of a good harbor? 



66 

Name three of the world's best harbors. 

How is a beach made ? 

If the ocean current should stop, what would be the 

result to sea life ? 
Why are the Hawaiian Islands called the 'Taradise of 

the Pacific «" 

(b) What are the great climatic factors'^ 

What is weather ? 

What is climate? 

How does the position on the globe partially determine 

the climate of a place ? 
What are isotherms ? 

Describe a thermometer. 

Where are the isotherms highest in January i In July ? 
' What effect has continent on temperature? 

What effect has the ocean on temperature? 

Describe a barometer. 

What is an isobar ? 

What is wind? 

What are the causes of wind ? 

What are the causes of kona storms ? 

What are the effects of kona storms ? 

Compare a kona storm with a cyclonic storm in the 
United States. 

What is a "low?" 

Is there any relationship between pressure and tem- 
perature? If so what? 

What is the cause of ocean currents ? 

What are the effects of ocean currents ? 

What and where is the Sargasso Sea ? 

What makes the Hawaiian Islands cooler than any 
other place in the same latitude ? 

What are monsoons ? How do the monsoons of India 
effect the sailing vessels? 

What is the proof that winds cause currents ? 

Describe a rain gauge. 

What is the cause of rainfall ? 

What are clouds? 

What are the different kinds of clouds ? 

Describe the world distribution of rainfall. 

What are the laws governing the rainfall of a place? 



67 

What effect have the physical features on climate of 
place ? 

Where are the climatic Zones ? 

What effect has climate on food ? 

What effect has climate on shelter? 

What effect has climate on clothing? 

What effect has climate on character? 

Why are the rivers of Siberia so little used as a means 
of transportation ? 

Given an island 40° S. latitude and 75° E. Longitude 
having high mountains on the western coast. Des- 
cribe its climate. 
IV. (c) What plants are indigenous to Hawaiian Islands? 

Describe the plant zones of these islands. 

Describe the life and industries of people living on 
the grass lands. The temperate forests. The tro- 
pical forests. The hot deserts. The cold deserts. 

What is the relationship between plant life and clim- 
ate ? Illustrate- 
How do plants control men ? Illustrate. 

What is the northern and southern limit of cereals? 
Of palms ? 

(d) What animals were brought to the Hawaiian Islands 

by the early Hawaiians ? 
Describe the animal zones of world. 
What are the northern and southern boundaries of 

cattle? Of horse? Of dog? 
Of what use is the reindeer ? The camel ? 
How do animals control men ? 

(e) Compare the mineral importance of the different coun- 

tries. 

Why are minerals generally found in mountainous re- 
gions ? 

How do minerals control men? 

(f) Wkat is tufa soil? 

What is sedimentary soil ? 
Where are the fertile regions of the world? 
How do soils control men ? 
Y. What are the most important industries of Hawaiian Isl- 
ands ? 
What are the geographic conditions that govern the in- 
dustries of a place? 



68 

Describe the sugar industry of the Hawaiian Islands. 

Describe the sugar industry of the world. 

What people are the great sugar consumers ? 

Describe rich industry in Hawaiian Islands. 

What lands are devoted to rice in Hawaiian Islands? 

Describe rice industry in world. 

What people are great consumers of rice ? 

Describe coffee industry in Hawaiian Islands. 

Describe pineapple industry in Hawaiian Islands. 

Describe cotton industry in Hawaiian Islands. 

Describe tobacco industry in Hawaiian Islands. 

Describe vegetable industry in Hawaiian Islands. 

Describe coffee industry in world. 

Describe pineapple industry in world. 

Describe wheat industry in world. 

Describe corn industry in world. 

Describe cotton industry in world. 

Describe tobacco industry in world. 

Describe vegetable industry in world. 

Where are the great wheat growing regions of world ? 

Where are the great cotton growing regions of world ? 

What conditions make lumbering possible? 

Where are the forest regions of Hawaiian Islands ? 

^¥here are the lumber regions of world ? 

Describe life of people living in forest regions. 

Describe lumbering in United States. 

Of what use is lumber ? 

Where are the great mining regions? 

What conditions make mining possible? 

Describe mining, coal, silver, gold. 

What is hydraulic mining? Placer? 

Describe cattle industry in Hawaiian Islands. 

What conditions make cattle raising possible ? 

Do we raise enough cattle to suddIy home market ? Why ? 

Where are the large cattle raising regions of world ? 

Where are the large meat packing regions of world ? 

Where are the dairying regions of world ? 

Where are the fishing regions of Oahu ? 

How is fish obtained here ? Describe. 

What races do our fishing? 

What conditions make fishing possible ? 

Describe cod fishing. Salmon, 



69 

Why were these islands once an important whaling center ^ 
What are the great lisli consuming countries of the world i 
Is there any relation between the Catholic countries of the 

world and fish consuming ones ? What ? 
Describe character and life of fishing races. 
What conditions make manufacturing possible? 
How does a waterfall help manufactures ? 
W^hy is Great Britain a manufacturing rather than food 

producing country 'I 
Why is United States important as a manufacturing as 

well as a food producing country ? 
Where are food manufacturing centers ? 
Where are textile manufacturing centers ? 
Where are machinery manufacturing centers ? 
Where are shipbuilding manufacturing centers ? 
Why is Birmingham (Ala.) an important manufacturing 

center? Richmond (Va.) ? New York? Pittsburg? 

Chicago ? Manchester ? 

VI. What is the order of importance of trade materials? 

II ow does manufacturing help trade ? 

What are the advantages and disadvantages of trade by 
water ? By land ? 

By what different means may things be transported ? 

Describe the beginning of trade. 

How do geographic controls determine trade centers. Il- 
lustrate. 

Why do people flock to a large center like 'New York ? 

Why is Honolulu an important city? 

How is Honolulu supplied with water ? 

How is New York supplied? 

For what reasons are the buildings of large cities of many 
stories ? 

Where are the great centers of population? Account 
for these. 

Why has the Mediterranean Sea been an important cen- 
ter of civilization ? 

What geographical reasons have helped Japan and Great 
Britain to remain independent? 

Why do races need governments? 

How does England deal with her colonial possessions? 



How does the United States ? 

How on these islands has man changed the geography ? 

What is the reason of our very mixed population ? 



71 
GENERAL HISTORY. 



Oriental Nations. 

Greece. 

Rome. 

The Middle Ages. 

Age of Reformation. 

Era of Political Revolution. 

American History. 

Hawaiian History. 

ORIE.NTAL NATIONS. 

1. Divisions and distribution of human race (see Histro- 

cal charts). 

2. Location and geography of early civilizations (His- 

torical charts.) 
Egypt. 
Chaldaea. 
Assyria. 
Babylonia. 
Hebrews. 
Phoenicians. 
Persian Empire. 

3. Arts. 

Writing and records of Oriental nations. 
Architecture — Egyptian. 

Tigro-Euphrates nations. 
Industrial arts — 
. Science — 

4. Religion, — Egyptian. 

Assy r io-B aby loni an . 
Hebrew. 

5. Governments — 

6. Great names: Pyramid Kings, Hyksos Kings, Ram- 

eses 11, Nimrod, Sargon 1, Abraham 
of Ur, Tiglath-Pileser II, Sargon of 
Assyria, Sennacherib, xissurbanipal, 
Nebuchadnezzar, Belshazzar, Cyrus 
the Great, Darius 1, Xerxes 1. 

7. Phoenician Commerce and Colonies. 



72 
QUESTIONS ON HISTORY-ORIENTAL NATIONS. 



1. Why did early civilizations develop in Egypt and the 
Tigro-Euphrates valleys. 

2. Name the peoples of Aryan stock, of Semitic stock, of the 
brown race. 

3. Why do we study the Aryan peoples more than the brown 
or black races? 

4. Compare the writing, records and buildings of Egypt 
with those of Assyria and Babylonia. 

5. What was the importance of the work of the Pyramid 
Kings ? Who were the Hyksos Kings ? 

6. Write brief notes concerning, Sargon 1, Abraham of Ur, 
Assurbanipal, ^N^ebuchadnezzar, Cyrus the Great. 

7. In what ways did the Phoenecians excel ? What were 
their gifts to civilization ? 

8. What industrial arts were familiar to the Oriental na- 
tions? What sciences had their beginnings among these na- 
tions ? 

9. What were the general characteristics of the Eastern 
governments ? 

10. What were the features of Egyptian religion — (a) Gods 
(b) Sacred animals (c) Judgment of the dead (d) Care of 
dead body. 

11. What distinguished, the religion of the Hebrews? 



Y3 
GREECE. 



1. The Land and People. 

2. Grreeks and Phoenicians. 

3. Greek Colonies. 

4. Government — city — states. 

Monarchies to oligarchies. 
Oligarchies to tyrannies. 
Tyrannies to democracies. 

5. Religion — Gods and goddesses. 

Oracles. 

Festivals. 

Amphictyonic Council. 

6. Legendary or Heroic Age. 

Principal heroes : — Hercules. 

Theseus. 
Minos. 
Cadmus. 
Legends : — 

Argonautic Expedition. 
Trojan War. 
Dorian migration. 
Literature — Hliad and Odyssey. 

Chracteristics of Homeric Age. 
Rule of Kings. 
Religion influential. 
Women respected. 
Polygamy forbidden. 
Slavery prevailed. 

7. Rise of Sparta. 

Situation. 
Classes of people. 
Constitution of Lycurgus. 
Messenian Wars. 

8. Rise of Athens : 

Site of Athens. 

Legendary Kings — Cecrops. 

Theseus. 

Codrus. 



74 

Archons. 

Draco's Laws. 

Reforms of Solon. 

Tyranny of Pisistratus and his sons. • 
Clisthenes reforms. 

9. Graeco-Persian wars (500—479 B. C.) 
Causes — Persian ambition and jealousy. 
Athenian aid to Ionian revolt. 
Burning of Sardis. 
Leaders : Persian ; Darius 1, Mardonius, Xerxes. 
Spartan ; Leonidas, Pausanias. 
Athenian; Miltiadis, Aristides, Themistocles, 
Cimon. 
Events : Ionian revolt with Athenian alliance. 

Darius first expedition — wreck and defeat. 
Darius second expedition. 
Battle of Marathon. 
Rivalry of Themistocles and Aristides in Athens 

Athenian navy and fortifications. 
Third expedition led by Xerxes. 
Battle at Thermopylae. 
Burning of Athens. 
Battle of Salamis. 
Battles at Plataea — Mycale. 
Results : Persians driven from Europe. 
Athens powerful in Greece. 
Formation of Confederacy of Delos. 

10. Athenian Supremacy. 

Re-building of Athens. 
Confederacy of Delos. 
Athenian Empire. 

11. Age of Pericles (459—431 B. C.) 

Democracy supreme. 

Golden age of literature, sculpture, art commerce and 
political power. 

12, Peloponnesian War 431 — 404 B. C. 
Cause: Jealousy of Sparta. 

Dissatisfaction of Athenian allies. 
Occasion : Revolt of Corcyra. 
Revolt of Potidaea. 



75 

Comparison of sides. 

Sparta and Allies. Athens and Allies. 

Dorian. Ionian. 

Agricultural. Industrial and commercial. 

Oligarchial. Democratic. 
Confederacy of independent states. Empire, dependent states. 

Superior army. Superior navy. 

First Period: 

Events — Theban attack on Plataea. 
Spartan invasions of Attica. 
Pestilence at Athens. 
Brasidas attacks. 
Peace of Nicias. 

Second Period: 

Alcibiades. 

Sicilian Expedition. 

Third Period: 
Revolts from Athens. 
Alcibiades' influence. 
Surrender of Athens. 

Treaty of Peace 404 B. C. 

13. Spartan Supremacy. 

Military oligarchies. 

Restoration of democracy in Athens. 

Expedition of ten thousand. 

Revolt of Corinth, Argos, Thebes and Athens. 

Peace of Antalcidas. 

14. Theban Supremacy. 

War between Sparta and Thebes. 
Pelopidas and Epaminondas. 

15. Macedonian Supremacy. 

Situation of Macedon. 

Ambition and conquests of Philip. 

Conquests of Alexander. 



76 



. Results : End of Graeco-Persian struggle. 
Spread of Hellenic civilization. 
Division of Alexander's Empire. 
(Chart Map.) 

16. Greek architecture and sculpture. 

Greek love of beauty. 

Pelasgian masonry. 

Doric, Ionic and Corinthian capitals. 

Athenian Acropolis and Parthenon. 

17. Greek Literature, Education and Social life. 



17 



GREECE. 



1. How did the situation and physical features of Greece 
effect the development of the people ? 

2. What did the Greeks learn from the Phoenicians ? 

3. What was the nature and importance of the Greek colo- 
nies ? 

4. What was the course of development in the government 
of the Greek city-states? 

5. How did the oracle of Delphi influence Greek enter- 
prises ? 

6. What were the Olympic games ? The Amphictyonic 
Council ? How did these influence Greek life and develop- 
ment ? 

7. What did each of the four heroes Hercules, Theseus, 
Minos and (^admus represent in Greek history ? 

8. What did the legend of the Argonautic Expedition sig- 
nify ? 

9. What was the Trojan war? 

10. W^hat may we learn of Greek life from the Homeric 
poems ? 

11. What was the ^vork of Lycurgus ? 

12. Describe the situation of Athens and compare it with 
that of Sparta. 

13. ^ame three Athenian lawmakers and give the points 
of their .reforms. 

14. What were the incidents that brought about Graeco- 
Persian w^ar ? 

15. Trace briefly the events of the three Persian expeditions 
against Athens. What were the important results ? 

16. .What was the Confederacy of Delos ? How did it be- 
come the Athenian Empire ? 

17. When was the a2:e of Pericles? Whv is it called the 
^^Golden Age" in Greek history? 

18. What were the causes and results of the Peloponnesian 
v^ar ? 



78 



19. Tell the story of the Sicilian Expedition ? 

20. What do the following names recall of Greek history — 
Miltiades, Leonidas, Themistocles, Alcibiades, Phidias, Sopho- 
cles and Demosthenes? 

21. What was the Peace of Antalcidas ? 

22. What was the work of Pelopidas and Epaminondas of 
Thebes ? 

23. What were the conquests of Philip of Macedon ? Why 
were they possible in Greece? 

24. What were the extent and results of Alexander the 
Great's conquests? 

25. What are the Greek types of architecture? 

26. What interesting buildings and statues were on the 
A-cropolis ? 

2Y. Describe the social life of Athens. 



79 
ROME. 



1. Geography of Italy. 

2. Peoples of Italy. 

Gauls. 

Etruscans. 

Italians. 

Greeks, 
o. Divisions of Political history of Rome. 
Monarchy. 
Republic. 
Empire. 

(a) Monarchy 753 B. C— 509 E. C. 

1. Founding of Rome. 

2. Classes — Patricians. 

Plebeians. 
Slaves. 

3. Early government: King. 

Senate. 

Comitia Curiata. 
Seven Kings : — Romulus the founder to Tar- 
quinius Superbus the tyrant 

(b) Republic 509 B. C— 29 B. C. 

1. Government — Consuls. 

Dictator. 

Comitia Centuriata. 
Senate. 
. Comitia Curiata. 

2. Social troubles. 

S Taxation. 
Debt and usury. 
Division 01 land. 
Military service. 

Results — For debt and slavery. 

Tribunes. 

Comitia Tributa. 
Laws of the Twelve tables. 
Licinian Laws. 



80 



3. Eoman Wars. 

(1) Struggle for existence. 

Etruscan War. 
Latin War. 
Aequian War. 
War with Veii. 
War with Gauls. 

(2) Italian Conquests. 

Samnite Wars. 

Latin War. 

War with Tarentum. 

4. Rome and her subject states. 

Cities. 
Colonies. 
Allies. 
Classes — Citizens. 

Latin allies. 
Italian allies. 

5. Roman roads and cities. 

6. Foreign conquests. 

(a) First Punic War. 
Cause. 

Comparison of Rome and Carthage. 
Events. 

Roman invasion of Sicily. 

Roman fleets. 

Roman invasion of Africa. 
Results. 

Rome a naval power. 

First Roman provinces. 

Carthage tribute-paying. 

(b) Second Punic War. 
Cause. 

Hannibal's capture of Saguntum. 
Events. 

Hannibal's march and victories. 

Battle at Metaurus. 

Battle at Zama. 
Result. 

Humiliation of Carthage. 



81 



(c) Events betAveen 2nd and 3rd Punic 
Wars. 

(1) ilacedonian Wars, (Second and 
Third. 

Causes. 
Results. 

(2) War in Syria — Cause. 

Result. 

(3) Achaean War in Greece — cause. 
Event — Destruction of Corinth. 

(d) Third Punic War. 

Cause — Roman desire. 

Event — Destruction of Carthage. 

Result — Carthage a Roman province. 

(e) Xumantine War. 

Conquest and Romanizing of Spain. 

(f) Results of Conquests by Rome. 

Xew Provinces — Sicily, Sardinia and 
Corsica. 
Spain. 
Asia. 
Gaul. 
Illyricum. 

Macedon and Greece. 
Africa. 
Provincial government — 

Proconsuls 
Taxes. 
Evil results — 

Absorption of small farms of Italy 
by estates. 
Luxurv in Rome. 
Increase of Slavery. 
Good results — 

Dissemination of civilization. 
Greek influence at Rome. 
Public A\'orks at Rome. 
Period of Civil Strife 146-29 A. D. 

(a) Reforms of the Gracchi. 

(b) Invasion of Cimbri and Teutones. 

(c) Social War — cause 

result. 



82 

(d) Civil War of Marius and Sulk. 

Sulla's reforms. 

(e) Rise of Pompey the Great. 

Defeat of Marian Party. 
' Suppression of Gladiators. 

Suppression of Pirates. 
Mithradatic War. 
Conspiracy of Catiline. 

(f ) First Triumvirate. 

Crassus, Caesar, Pompey. 

Caesar's (Conquests. 

Results. 

Rivalry of Caesar and Pompey. 

Civil War of Caesar and Pompey. 

(g) Second Triumvirate — Octavius — ^West. 
' Antony — East. 

Lepidus — Africa 
. Quarrels of triumvirs. 
Results of Battle of Actium. 
Egypt a Roman Province. 
End of Republic. 
Octavius sole ruler. 
(8) Roman Empire 29 B. C.-476 A. D. 

1. Reign of Augustus Caesar 31 B. C.-14 A. D. 
Extent of Empire. 
Public works — theatres, 
baths, 
temples, 
aqueducts. 
Golden Age of Literature. 
Poets — -Yirgil. 
Ovid. 
Horace. 
Historians — Caesar. 
Livy. 
Sallust. 
Tacitus. 
Orator — Cicero. 
Birth of Christ. 
2. Conquest of Britain. 



83 

3. Eeigu of iS^ero 54-68 A. D. 

Burning of Rome. 
Persecution of Christians. 

-i:. Reign of Titus 79-81 A. D. 

The Colosseum and Titus Arch. 
Destruction of Pompeii, etc. 

5. The Five Good Emperors 9(5 — 180 A. D. — Nerva. 

Trajan. 
Hadrian. 
The Antonines 

6. Military despotism 192-284 A. D. 

25 Emperors set up and d.ethroned by army. 

7. Reign of Diocletian. 

Plan of Government. 

Taxation. 

Persecution of Christians. 

8. Reign of Constantino the Great. 

Reorganization of the Empire. 

9. Barbarian Invasions. 

Goths. 

Alaric the Goth. 
Burgundians. 
Franks. 
The Huns under Attila. 

Battle of Chalons. 
Vandals under Genseric. 
Jutes Angles and Saxons in Britain. 
Fall of Western Roman Empire 476 A. D. 

Romulus Augustus deposed by German Odoacer. 

Causes of the Fall : — 

a. Degeneracy of Romans. 

b. Decline of power of Rome. 

c. Division of Empire by Theodosius 395 B. C. 

d. Weakenina: of the military. 

e. Invasions of Barbarians. 

10. Roman Religion — Gods. 

Sacred. Colleges. 

11. Roman Architecture. 

12. Social Life. 



84: 



ROMAN HISTORY. 



1. Locate on an outline map the early peoples of Italy. 

2. What are the three divisions of Rome's political history \ 
What was the development under the Kings? 

3. What were the causes and results of the Secessions of 
the Plebeians ? 

4. What was the work of the Decemviri % 

5. Tell the story of Rome's conquest of Italy. 

6. How did Rome maintain her authority in conquered 
territory % 

7. Compare Rome and Carthage before the Punic Wars. 

8. What were the results of the first Punic War ? 

9. Trace briefly the career of Hannibal. What was the 
sig-niiicance of the battle of Metaurus? 

10. How did Rome justify the third Punic War? 

11. What were the general results of Rome's conquests? 

12. What were the reforms of the Gracchi ? Why were 
they necessary? 

13. What events gave Pompey his opportunity? 

14. What were the results of Caesar's conquests in Gaul? 

15. What were the cause and result of the strife of Caesar 
and Pompey ? 

16. What was the course of events for the second trium- 
virate ? 

17. What were the important struggles in the period of civil 
strife 146-29 B. C. ? 

18. How was Britain brought under Roman control ? 

19. What characterized the Golden Age of the Roman Em- 



pire 



2 



20. Why are the ^Tive Good Emperors" so called? 

21. Why did ^ero persecute the Christians ? Why did 
Diocletian persecute the Christians ? 

22. What was the government of the Roman provinces? 

23. What was Diocletian's plan of government? 



85 

24. What was the importance of Constantine's work ? 

25. Trace the Germanic invasions of the 4th and 5th cen- 
turies. 

26. What were the causes of Rome's downfall in fifth cen- 
tury ? 

27. What was the social life of the Romans I 

THE MIDDLE AGES. 

1. Settlement of Teutonic Tribes. 

2. Conversion of the Barbarians. 

3. Roman Empire in the East. 

Reign of Justinian. 

4. Rise and spread of Mohammedanism. 

5. Charlemagne and restoration of Western Roman Empire. 

6. Feudalism and Chivalry. 

Life in Mediaeval Castle. 

7. ISTorman Conquest of England. 

8. The Crusades — purpose. 

Causes. 

Results for Europe. 

9. Supremacy of the Pope. 

Reforms of Pope Gregory VII. 
Investiture Conflict. 
The Great Schism. 

10. Mediaeval towns and the Hanseatic League. 

11. The Renaissance. 

12. English Magna Charta and First House of Commons. 

13. Hundred Years War, 

Effects upon France and England. 

14. War of the Roses. 

THE MIDDLE AGES. 

1. What was the work of Theodoric the Ostrogoth? 

2. Who was Justinian the Great? What was his claim to 
title Great? 

3. IvTame and locate the Teutonic tribes in Europe in 6th 
century. 

4. How was Christianity spread among the Teutonic Bar- 
barians ? 



86 



5. What was the origin of Mohammedanism? How was 
its teaching extended '? 

6. What was the origin of Feudalism ? Describe a feudal 
castle. 

7. Tell the story of the Norman conquest of England. 

8. What were the purpose, causes and results of the Cru- 
sades. 

9. What was the authority and influence of the Pope through 
the Middle Ages. 

10. What was the Babylonian Captivity of the Popes and 
the Great Schism T 

11. What were the mediaeval guilds ? 

12. What was the Penaissance ? 

13. What was the great work of each of the following? Sa- 
vonarola, Michael Angelo, Raphael, Gutenburg. 

14. What were the great principles of the Magna Charta ? 

15. What were the effects of the Hundred Years War? 

16. What was the work of Joan of Arc? 

17. How did the war of the Poses effect the political his- 
'tory of England ? 

AGE OF REFORMATION. 



Causes of the Peformation. ' 
The work of Luther. 
The reign of Emperor Charles V. 
The Tudors and the English Peformation. 
The Papacy and Henry YIII. 
Creed and Pitual under Edward VI. 
Peaction under Mary. 
Protestantism under Elizabeth. 
The Pise of the Dutch Pepublic. 
The Huguenot Wars in Erance. 
Causes. 

Massacre of St. Bartholomew. 
Edict of Nantes. 
The Thirty Years' War. 
Causes. 

Pesults for Germany. 
Pesults for Europe. 

Peace of Westphalia. 



87 



AGE OF REFORMATION. 



1. What were the conditions that made the reformation in- 
evitable ? 

2. What was the significance of Luther's work ? 

3. What prevented, Emperor Charles V from crushing the 
Lutherians ? 

4. Trace the growth of Protestantism in England during 
the Tudor period ? 

5. Write briefly of Wolsev, Wiclif, Crammer, Philip II of 
Spain and his relations with England. 

6. Tell the story of the Rise of Dutch Republic. 

7. Who w^ere the Huguenots, name their leaders ? 

8. What was the Massacre of St. Bartholomew, causes and 
results ? 

9. What were the results of the Thirty Years War for Eu- 
rope ? 

10. What were the effects of the Thirty Years War on Ger- 
many development 'i 

11. What was the peace of Augsburg and the Ecclesiastical 
Reservation. 

12. What was the edict of Nantes ? 

ERA OF POLITICAL REVOLUTION. 

Absolute Government of Louis XIV. 
The French Revolution. 

Causes : — 

Abuses and extravagances of Bourbon Court 

Condition of the mass of the people. 

ITiijust privileges of nobles and clergy. 

Influence of American Revolution. 
France under 

The States General 1789. 

The National Assembly. 

The Legislature Assembly. 

The National Convention. 

The Directory. 
The Consulate and the Empire. 
Career of Napoleon. 



88 

France after Congress at Vienna. 
Absolutism of Stuarts in England. 
English Revolution. 
Russia : — Time of Peter the Great. 
After Congress of Vienna. 
Russo-Turkish War. 
Revolution in Poland,. 
Crimean War. 
Russo-Turkish War. 
Treaty of Berlin 1878. 
Russian Revolution 1905. 
Trans-Siberian Railway. 
Russo-Japanese War. 
Prussia under Frederick the Great. 
Unification of Germany. 

Work of Bismarck. 
Liberation and Unification of Italy. 
Victor Emmanuel II. 
Count Cavour. 
Garibaldi. 
Great Britain in Nineteenth Century. 
Reforms. 
Colonial Empire. 
Boer Wars. 
The Hague Conference. 
The Governments of the World to-day. 

ERA OF POLITICAL REVOLUTION. 

1 . What was the ambiton of Richelieu for Louis XIIT ? 

2. What was the condition of France under Louis XIV ? 

3. What were the causes of the French Revolution? 

4. ^N^ame the great leaders of the French Revolution ? 

5. Trace the changes in the legislature from the States Gen- 
eral to the Directory. 

6. Tell the story of I^apoleon. 

7. What was the work of the Congress of Vienna ? 

8. What were the results of the Absolutism of the Stuart 
Kings in England ? 

1 0. What do we mean by the "Divine Right'' of Kings, and 
by the term "Balance of Power" for Europe? 



89 

12. What did Peter the Great do for Russia ? 

13. What was the Treaty of Berlin 1878? 

1-1. How has Trans-Siberian Railway effected history ? 

15. What does Bismarck stand for in history? 

16. What was the work of Victor Emmanuel II and Ca- 
vour ? 

17. What is the extent of the British Empire? 

18. What was the Hague Conference ? 



90 



AMERICAN HISTORY. 



I. 


Period of Discovery and Explorations. 




1. Causes. 




a. Conditions in Europe. 




2. Explorers. 




A. Spanish, 
a. Columbus. 




West Indies. 




b. Balboa. 




Pacific. 




c. Ponce de Leon. 




Florida. 




d. De Soto. 




Mississippi, 
e. Cortez. 




Mexico. 




B. Italian. 




•a. Americus Vespucius. 




C. Portuguese, 
a. Magellan. 




Voyage around the world.. 




D. English. 




a. The Cabots. 




(1) ^N'orth America and Labador 




(2) Coast of I^orth America. 




b. Sir Francis Drake. 




Voyages. 
c. Sir Walter Raleigh. 




E. French Explorers. 




a. C artier. 




Gulf of St. Lawrence. 




b. Cbamplain. 

Quebec. 

c. La Salle. 




Louisiana. 



^ 



91 

F. Dutch. 

a. Henrj Hudson. 
Hudson river. 

G. Claims of various nations. 
II. Settlements in America. 

1. Causes of Immigration. 

2. English Colonies. 

A. Virginia. 

(1) Jamestown. 

(2) Character of settlers. 

(3) Government. 

B. Pilgrims. 

(1) Colony at Plymouth. 

C. Puritans. 

(1) Boston and Salem. 

(2) Connecticut. 

(3) Kew Haven. 

(4) 'Ne'w Hampshire. 

(5) Rhode Island. 

D. Character of Settlers. 

E. ^ew England Confederation. 

F. Government. 

G. Maryland. 
H. Carolinas. 
I. Georgia. 
J. Quakers. 

(1) Pennsylvania. 

(2) l^ew Jersey. 
( 3 ) Delaware. 

K. Government in Colonies. 

3. Dutch Settlements. 

A. Albany. 

B. Wallabout. 

C. ^ew Amsterd,am. 

4. French Settlements. 

5. Differences between French and English Settlers. 

6. Indians. 

A. Tribes and distribution. 

B. Manner of life. 

C. Religion. 



92 

III. Colonial Period. 

1. French and Indian wars. 

A. Causes. 

(1) Trouble between northern countries. 

(2) Disputes over trade. 
^3) Ohio territory. 

B. Objective points. 

( 1 ) Fort Duquesne. 

(2) Arcadia. 

(3) Crown Point. 

(4) Niagara. 

(5) Quebec. 

C. Eesults. 

(1) Treaty of Paris. 

2. Life in Colonial times. 

A. Social. 

B. Industrial. 

C. France and communication. 

D. Education. 
Ew Religion. 

F. Government. 

3. English colonial policy. 

A. Bestriction of commerce and manufacturing. 

B. Revenue laws. 

(1) Townshand laws. 

(2) Writs of Assistance. 

(3) Mutiny Act. 

IV. Revolutionary War. 

A. Causes. 

A. Taxation without representation. 

B. Reginning of war. 

(1) Battle of Lexington. 

(2) Declaration of Independence. 

C. War in Middle States. 

D. French alliance. 

E. French in South. 

F. War on Sea. 

(1) John Paul Jones. 

G. Close of War. 

(1) Treaty of Peace. 
H. Results of War. 



93 

V. Making of constitution. 

A. Articles of Confederation. 
(1) Weakness of Congress. 

B. Constitutional Convention. 

(1) Plans for government. 

(2) Compromises. 

(3) Ratification of constitution. 
(1) E,ise of parties. 

C. First election. 

VI. Growth of territory to present time. 

(1) Louisiana Purchase. 

(2) Florida Purchase. 

(3) Texas annexation. 

(4) Oregon Boundary. 

(5) Territories of 'New Mexico and California 

and Mexican War. 

(6) Gadsden Purchase. 
(Y) Alaska Purchase. 

(8) Hawaii. 

(9) Porto Rico. 

(10) Tutuila. 
YII. Economic questions. i 

(1) Hamiltons Financial Measures. 

A. I^ational Bank. 

B. E"ationa] Debt. 

(3) Independent Treasury. 

(4) Tariff. 

VIII. Second war with England. 

(1) Causes. 

(2) War along Canada frontier. 

(3) War on Atlantic coast. 

(4) War Gulf States. 

(5) Treaty of Ghent. 

(6) Results. 

IX. Monroe Doctrine. 

X. Slavery Question. 

(1) Origin. 

(2) Ordinance of 1787. 

(3) Convention of 1787. 

(4) Missouri Compromise. 



94 

(5) Wilmot Proviso. 

(6) Compromise of 1850. 

(7) Kansas IvTebraska Bill. 

(8) Dred Scott Decision. 

XI. Civil War. 

( 1 ) Causes. 

(2) Advantages of both sides. 

(3) Attitude of foreign nations. 

(4) Events in War. 

A. Opening of Mississippi River. 

B. Invasion of JSTorth. 

C. Sherman's March. 

D. Richmond. 

(5) Results. 

A. Question settled by war. 

XII. Reconstruction period. 

(1) Readmission of states. 

(2) Disorders in South. 

XIII. Economic progress. 

( 1 ) Population. 

(2) Immigration. 

(3) Growth of, cities. 

(4) Money question. 

A. Silver coinage. 

B. Green backs. 

(5) Manufactures and Commerce. 

(6) Inventions and discoveries. 

(7) Literature. 

XIV. Spanish War. 

(1) Cause. 

(2) Important events. 

A. Manila. 

B. Cape Verde Squadron. 

C. Santiago. 

D. Porto Rico. 

(3) Peace. 

(4) Results. 

XV. Influence of U. S. on world diplomacy. 

(1) Opening of East. 

(2) Attitude toward South American colonies. 

(3) Hague Tribunal. 

(4) Second Peace Conference. 



95 



QUESTIONS FOE AMERICAIs^ HISTORY. 

1. What were the conditions in Europe in the 15th century 
favorable to voyages of discovery ? 

2. How had Turkish conquests effected the eastern trade of 
Europe ? 

3. What nations of Europe took part in exploring and set- 
tling the Xew World ? Xame some explorers from each nation. 

4. What were the territorial claims of European nations in 
America ? 

5. What was the purpose of settlement and the character of 
early emigrants in Xew England I In Virginia ? In New 
France ? In Mexico ? 

6. Tell the story of the Jamestown Colony — colonists, in- 
dustries, government. 

7. What colonies were settled by Puritans i Tell the story 
of Plymouth. 

8. What incidents led to the founding of Rhode Island? 

9. What was the Xew England Confederacy^ 

10. What was the purpose of the Dutch colonists in Ame- 
rica ( What became of their colonies ( 

11. Where were the French settlements^ Compare the 
French and English colonists. 

12. Tell briefly of the Xorth American Indians — mode of 
living, tribes, religion, relations with colonists. 

13. What were the causes of the French and Indian war ? 

14. Tell briefly of the three campaigns (1) against Du 
Quesne (2) against Louisburg (3) against Quebec. 

15. What were the results of the French and Indian war? 
(1) geographical (2) political. 

16. What industries were developed in Xew England? In 
the Southern colonies? 

17. Write briefly of social life, modes of travel, schools and 
colleges and religion of colonial times. 

18. What were the Quaker beliefs? 

19. What was England's colonial policv that led to the Re- 
volutionary War l 

20. Trace the story of the revenue laws — the Stamp Act 
and Townsend Acts. 

21. What was the work of the First Continental Congress? 



96 

2. What were the events between the First and the Sec- 
ond Continental Congress ? What was the action of the Sec- 
ond Continental Congress ? 

23. What was the principle in the Declaration of Indepen- 
dence ? 

24. Tell the story of the Revolutionary war under the three 
campaigns. (1) Campaign to separate l^e^v England from 
other colonies'^ (2) The Campaign against Philadelphia. (3) 
The Campaign against the Southern Colonies. 

25. What were the results of the Revolution? 

26. What was the Northwest Ordinance of 1787 ? 

27. How did the Articles of ConfediCration fail as a fed- 
eral constitution ? 

28. What was the Constitutional Convention ? Leading men 
of the Convention. 

29. How did the convention compromise the questions of 
the nature of the national government, the representation in 
Congress, and the control of commerce? 

30. What are the general features of the federal govern- 
ment provided by the constitution 'i 

31. How did the U. S. acquire the following territories? 
1. Louisiana. 2. Florida. 3 Texas. 4. Oregon. 5. Alaska. 
6 Hawaii. 

32. How did Hamilton manage the financial problem of the 
LT. S. after the revolution ? 

33. What is a protective tariff? A tariff for revenue? 

34. What were the causes and results of the war of 1812 ? 

35. What is the Monroe doctrine? When has it been ap- 
plied ? 

36. How did slavery originate in America? How did it 
become an issue between the North and the South ? 

37. What were the Missouri Compromise, the Compromise 
of 1850, Kansas-Nebraska Bill, Dred Scott Decision? 

38. What was the effect of Lincoln's election? 

39. What were the real causes of the Civil War and the 
great results ? 

40. Compare the resources of the North and South when 
the war began. 

41. Tell briefly of the work of (1) The Army of the Poto- 
m'ac (2) Grant. 

42. LTpon what plan w^as the government of the South re- 
constructed after the war? 






97 

43. Tell briefly of the economic progress of the U. S. since 
the war. 

44. What were the causes and results of the Spanish- Ame- 
rican war? 

45. Tell briefly of the United States as a world power. 



98 



HAWAIIAN HISTORY. 



1. Physical Greography of HaAvaiian Islands. 

2. Hawaiian People. 

Origin and migrations. 

Classes. 

Land system. 

Taxes. 

Religion. 

Tabn system. 

Idols and temples. 

Medicine men. 

3. Ancient History. 

IStli Century. 

Conquests of Kalaunnioliua. 

Continuous cruel wars. 
16th Century. 

Story of Umi. 

Discovery by Spaniards. 
18th Century. 

Accession of Kalaniopuu. 

Battle of Sand-hills. 

4. Discovery by Capt. Cook 1YY8-Y9. 

Landing at Waimea, Kauai. 

Visit to Niihau. 

Effect on natives. 

Second visit of Capt. Cook. 

Wailua, Kauai. 

Kohala, Hawaii. 

Kealakekua Bay. 

Cook, God Lono. 

Quarrels. 

Death of Cook. 

Cook's Monument. 

5. Period 1780-86. 

Dissensions on Llawaii. 
Conquests of Kahikili and Kaeo. 



99 

6. Period 1Y86-91. 

Fur traders of IvTorth West. 

Chief Kaiana's visit to China. 

Capt. Douglass' gift to Kamehameha — cannon and 

ammunition. 

Trade with foreigners. 

Centers — Waimea, Kauai ; Kealakekua Bay. 
Olowalu Massacre by Metcalf, Eetaliation. 
Kamehameha's invasion of Maui. 
Kamehameha's War with Keoua. 
Kamehameha master of Hawaii. 

7. Visits of Captain Vancouver. 

First 1792 — gifts, plants and seeds, 
Refused fire arms. 

Second 1793 — Exchange of gifts with Kamehameha. 
Efforts for interisland peace. 
Renegade white men. 

Third 1794 — Hospitality of Hawaiians. 

Vancouver's influence over Kameha- 
meha. 

Plan for British protection. 
Comparison of Vancouver and Cook. 

8. War between Kaeo and Kalanikupule. 
Seizure of Captain Brown's ships. 

9. Kamehameha's conquest of Oahu 1795. 
Consolidation of the government. 

10. Cession of Kauai 1810. 

11. The Sandal wood trade 1810-25. 

Effects. 

12. Death of Kamehameha May 1819. 

Summary of his work. 

Union of islands — one government. 
End of feudal anarchy. 
Preparation for civilization. 

13. Liholiho or Kamehameha II. 

Kaahumanu as premier. 

Abolition of idolatry and the tabu. 



100 

14. Establishment of American Mission 1820. 

Story of Kaahnmanu. 
Story of Kapiolani. 
Outrages by foreigners. 
Influence for mission. 

15. Kamehameha Ill's rule. 

Kinau as premier. 
Progress in Education and religion 1832-42. 
Progress in Trade and agriculture. 
Tbe Eirst Constitution 1839. 

]^ew Laws 1842. 
Disputes with Consuls. 

Erench. . 

British. 
Embassy to United States and Europe 1843. 

Eecognition of Independence of Hawaii Islands. 
Organization of government. 

King and Cabinet. 
ISTew Treaties with Erance and Britain. 
Ten demands of French Consul 1849. 

Second Embassy to Europe. . 
Constitution of 1852. 
Proposed annexation to United States 1853-4. 

16. Kamehameha TV and Queen Emma. 

Founding of Queen's Hospital 1859. 
Anio^lican Mission established. 
Public improvements. 
Inter-Island Steamer 1859. 
Condition of Agriculture. 
Schools. 

17. Kamehameha Y (Lot) 1863-72. 

Constitution of 1864. 
Bureau of Immigration 1865. 

Importation of laborers. 

Importation of plants, etc. 
Segregation of Lepers 1865. 
Public improvements. 

18. Period 1873-91. 

King Lunalilo's administration. 
Election of Kalafcaua. 



101 

Keciprocity Treaty- with U. S. 1875. 

Eesults for business. 
Kalakaiia's tour around the world. 
Fire of 1886. 
Kevolution of 1887. 
Progress and public improvement. 
19. Period 1892-98. 

Policy of Queen Liliuokalani. 

i^ew constitution. 
Committee of Safety. 

Provisional government. 

Proposed treaty of annexation. 

Establishment of Republic. 

Insurrection of 1895. 

Annexation to U. S. 1898. 

Territorial government 1900. 

QUESTIONS HAWAIIAN HISTORY. 

• » : 

1. What has been the influence of geographical conditions 
on the history of Hawaii ? 

2. Tell briefly of race origin and early migrations of Ha- 
waiians. 

3. T\Tiat was the ancient land and tax system ? 

4. What was the general influence of the tabu system ? 

5. Tell the story of Umi. 

6. What were the discoveries and influence of Captain 
Cook? 

7. What was the influence of fur traders on Hawaii ? 

8. How did Kamehameha become master of Hawaii ? 

9. What was the work and influence of Captain Vancouver 
in Hawaii ? 

10. Tell briefly of the war of Kaeo and Kalanikupule. 

11. What was Kamehameha's work for Hawaii? 

12. Tell about the abolition of idolatry and the tabu. 

13. Tell the story of Ivaahumanu or Kapiolani. 

14. What was influence of outrages of foreigners in differ- 
ent parts of the islands ? 

15. Trace the development of Education and agriculture. 



102 

16. What disputes arose with consuls in 1842 ? 
lY. What was the work of the Embassy of 1843 ? 
18. What was the organization of the new government after 
1843 ? 

20. Why was the Second Embassy sent to Europe ? 

21. Write briefly of Queen's Hospital, Anglican Mission, 
first inter-island steamer, segregation of lepers. 

22. What was the importance of the Bureau of Immigra- 
tion of 1865 ? 

23. What was the Eeciprocity Treaty of 1875? 

24. Trace the events from the constitution of Liliuokalani 
to annexation. 

25. Give outline of present Territorial government. 



103 



ARITHMETIC. 



ARITHMETIC. 



GIVE ORAL DRILLS DAILY FOR THE FIRST TWO 
OR THREE WEEKS ON THE FOLLOWING POINTS. 

(five minute drills.) 

ShoTt drill on notation and nnmeration. 

Short drill on Roman notation and numeration. 

The terms ^^snm," ^'minuend/' '"product," "quotient," "multi- 
plicand," "difference," etc. 

Parentheses, vinculums and precedence of signs. 

Cancellation. 

Concrete and abstract numbers. 

Like and unlike numbers. 

Even and odd numbers. 

Prime and composite numbers. 

Factors and divisors. 

G. C. D. 

Multiples and dividends. 

L. C. M. 

Fractions. 

Reduction, to higher or to lower terms. 

Change integers or mixed numbers to improper fractions. 

Change improper fractions to whole or mixed numbers. 

Change fractions to equivalent fractions having a common de- 
nominator. 

Addition and substr action of fractions. 

]\[ultiplication of fractions. 

Division of fractions. 

Decimals, notation and numeration. 

Change decimal fractions to common fractions and vice versa. 

Addition and substraction of decimals. 

Multiplication and division of decimals. 



104 



TEXT book: prince VI. 



riEST WEEK. 



SECTION I. 



Decimals. 



Page 4, s to X of 5 &; 6. 
'' 6, 4 to 24. 
" 7, 4 to 8. 

Cancellation. 

Page 5, 1 to 4. 

Fractions. 

Page 5, 5, 19, 23, 28. 
^' 5, 36, 42, 43, 67, 68. 
" 6, 11, 12, 15, 17. 
" 7, 8, 9, 10. 

Problems. 

Pago 7,-15, 16, 17, 18, 23, 26. 
" 8,-4, 5, 7, 8, 10, 13, 15, 16 

SECO^s^D WEEK. 



Mensuration. 







SECTION II. 


I. 

ige 


9,-1 


, 2, 3, 4, 5, 6, 7, 10. 


(w 


10,-9 


10, 11, 12, 16, 17, 19, 22 


u 


11,-1 


2. 


(i. 


12,-1 


2, 5, 6, 8, 9, 10, 12. 


(C 


13,-2 


3, 4, 5, 6, 8, 9, 12. 


a 


14,-1 


2, 3, 7. 


cc 


15,-1^ 


2, 3, 4. 


cc 


16,-1 


2, 6, 7. 


(< 


17,-1 


5. 


cc 


18,-1 


3, 7, 8, 9. 


cc 


19,-4, 


5, 7, 8. ■• 


cc 


20,-2 


4, 5, 8. 


cc 


Slr'T, 


8, 9, 13. 


cc 


22,-7, 


8, 9. 


cc 


23,-5. 





105 



THIRD WEEK. 











SECTION 


III. 


Denoininate Numb 


en 








Page 


25, 


-1, 


4, 10, 14. 






a 


26, 


-4, 


18, 24, 26. 






a 


27, 


-3, 


16. 






a 


28, 


-1, 


2, 3, 4, 6. 






a 


29, 


-13 


, 






a 


32, 


-13 


, 16. 


♦ 




u 


33, 


-9, 


13, 32. 






iC 


34, 


-11 


,12. 






a 


35, 


-9, 


10. 






a 


37, 


-13 


, 14. 






iC 


38, 


-5, 


6, 10, 13. 
FOURTH \ 

SECTION 


\^EEI 

IV. 


Metric 


System. 












Page 


39, 


-1, 


2. 






a 


40, 


-1, 


2. 






a. 


41, 


-1. 








a 


42, 


-5. 








a 


43, 


-1> 


3. 






a 


46, 


-1. 






Percer 


tage. 












Page 


47, 


-4, 


18. 






a 


48, 


-1 


to 4, h-j, 5, 


13. 




a 


49, 


-5, 


15, 17. 






a 


50, 


-1 


to 10-c, 26. 












FIFTH WEEK 










SECTION 


V. 


Percei 


itage and Applications. 






Page 


51, 


-1, 


2, 8. 






<( 


52, 


-T, 


9. 






n 


53, 


-3, 


14. 






a 


54, 


-3, 


10. 





106 



i 



" 55, 


-3, 


4, 9, 13. 


" 56, 


-1, 


5. 


" 57, 


-4, 


8. 


'' 58, 


-5, 


9, 14, 15. 


'' 59, 


-2, 


9, 10. 


" 60, 


-4, 


8, 15. 


" 61, 


-9, 


10. 


" 62, 


-15 


, 


'^ 63, 


-14 


, 21, 24, 27 


'' 64, 


-T, 


11. 


'' 65, 


-28 


, 29, 31, 33 


^^ ^Q, 


-1, 


4, 13, 14. 


'^ 67, 


-2, 


7,8. 


" 68, 


-3, 


11. 


'' 69, 


-1, 


10. 


" 70, 


-12 


, 13. 



SIXTH WEEK. 



SECTION VI. 



Business Transactions. 

Page 71,-1, 2, 3. 







72, 


-1, 


2. 










73, 


-1, 


4. 










74, 


-1. 












75, 


-2. 












76, 


-h 


5- 


a. 

SECTION 


VII. 


MisceVaneous 


Sxe 


Incises. 








Page 


■77,- 


■8, 


9, 


11. 








78, 


-4, 


10 


, 12. 








79, 


-3, 


4. 










80, 


-4, 


14 


, 15. 








81, 


-IC 


1, 11, 12. 








82, 


-3, 


4, 


10. 








83, 


-3, 


6, 


9, 14. 








84, 


-1, 


6, 


10, 12. 








85, 


-2, 


3, 


4, 6, 8, 9 


15 






86, 


-2, 


3, 


7, 11. 





107 
ALGEBRA. 



Text Book, Wentworth's Elements of Algebra. Cover the work 
to Quadratics, Page 196. 

FIRST WEEK. 

To Page 54. 

Emphasize. 

Page 12:1-6, 13-21. 

" 15:3-8. 
Addition and Suhtraction. 
Page 19:5-10. 

" 23:10-15, 28, 30. 

Brackets, Braces, Eic. 
Page 26:1-12. 

Mu Itipli cati on. 

Page 35 :22-25, 31, 32. 

" 36 'A4:, 47, 50. 
Special Rules in Multiplication. 

Page 38:7-14. 

" 39 :23-26. 

" 40 :l-5. 

'' 42:1-10. 

" 43 :l-5. 
Division. 

Page 51:10-15. 

" 52 :45-50. 

SECOIs^D WEEK. 

To Paffe 73. 



'to^ 



Special Cases in Division. 

Page 55:1-5, 11-13. 
" 56:1-5, 12-14. 
" 57:1-5, 17-19. 
" 58:1-3. 



108 



Simple Equations. 

Pa^e 61:1-20. 

Problems in Simple Equations. 

Page 63:6-8. 

'' 64:9-12, 15, 18. 
" 66:29, 33, 34. 



Factoring. 



Page 68:1-5. 

" 69 :l-5. 

" 71:1-5. 

" 72 :l-5. 



THIED WEEK. 



To Page 102. 

Factoring Continued. 

Page 73 Ex. 34:1-5. 

73 " 35:1-5. 

74:1-5. 

75:1-5. 

77:1-10, 14, 16, 20. 

78:1-5. 

79 Ex. 40:1-5. 

80 :l-4. 
81:1-10. 



H. C. F. 



Page 89:4-10. 
" 96:1-5. 
" 97 :l-4. 



L. C. M. 



Page 98:1-5. 
" 99:10-15. 
" 101:1-4. 



109 

FOUETH WEEK. 

To Page 137. 

Fractions. 

Reduce to Lower Terms. 
Page 105:1-10. 

Change to Integral or Mixed Expressions. 
Page 107 :l-5. 

Change Mixed Expressions to Improper Fractions. 
Page 109:1-8. 

Reduce to Equivalent Fractions With the Least Common De- 
nominator. 

Page 111 :l-5. 

Addition wnd Subtraction. 

Page 113:1-5. 

" 114:1-5. 

" 115:1-5. 

'' 119 :l-5. 

Multiplication and Division. 

Page 123:5-10, 19, 21, 24. 

Complex Fractions. 

Page 126:1-8. 
" 127 :l-5. 

Fractional Equations, 

Page 131 :1-12.. 
" 133 :l-4, 8-10. 
" 135:1-4. 







110 






FIFTH WEEK. 




To 


Page 


166. 


Problems in Fractions. 






Page 


137:1-5. 








138:9, 10. 








139:15, 16. 






a 


140:24, 27. 








141:30. 








143 :43. 








146:49. 








147:53, 56. 






Simultmieous . 


Equations. 






Page 


153:1-6. 






■a 


155:1-5. 






a 


156:1-5. 






u 


157:1-5. 






Three Unknown Quantities. 






Page 


164:1-10. 








SIXTH WEEK. 


' 


To 


Page 


196. 


Problems Producing Simultaneous Equations 


Page 


167:1-6. 






a 


168:7-9. 






a 


170:17, 18. 






a 


171:24. 






Involution, 








Page 


183:1-10. 






Evolution. 








Page 


187:1-5. 






a 


192:1-5. 







195 Ex. 81 :1-10. 
195 Ex. 82:1, 3, 5. 



Ill 



;geometry. 

Text Book, Wentworth's Plane Geometry. 

Cover Four Books. 

Students should be able to describe and illustrate : horizontal, 
vertical, || and ± lines; straight, broken and curved lines. 

Rt., acute, obtuse, st. Zs ; vertical, adj., comp., sup. Zs; also 
combinations of the foregoing, such as comp. — adj. Zs ; comp. 
Zs not adj.; adj. Zs not comp.; sup. -adj. Zs; sup. Zs not adj. 
etc. 

Students should be perfectly familiar with these terms and 
their definitions ; axiom, theorem, construction, problem, pro- 
position, corollary, hypothesis, conclusion, proof, plane sur- 
face, plane figure ; similar, equivalent and congruent figures. 

Students should be able to form the converse, the opposite and 
the contradictory of any theorem. They should know perfectly 
all the symbols and -abbreviations given on page 6. They 
should learn page 8, sections 47, 48, 49 ; page 10, sections 60 
and 61. 

BOOK I. * 

Emphasize propositions 4, 5, 10, 12, 13, 14, 15, 16, 18, 19, 
20, 21, 22, 23, 24, 25, 26, 27, 28, 30, 32, 33, 34, 35, 36, 37, 
39, 40; also the definitions on A, pages. 30 and 31; on quad- 
rilaterals, pages 47, 48 ; on polygons, page 56 and 57. 

BOOK II. 

Emphasize the definitions on the O, pages 75 and 76, and 
propositions 2, 3, 4, 5, 6, 7, 8,' 9, 10, 11, 15, 17, also 21-38. 

BOOK III. 

Emphasize the definitions on ])age 135, and propositions 

1-18, 20, 27, 28, 32, 33, 36, 37, 38, 39, 41. 

BOOK IV. 

Emphasize propositions 1, 2, 3, 4, 5, 6, 10, 11, 12. 



113 
MUSIC. 

PEIMARY. 

I . How many kinds of accent are there ? 

What is the time from one strong accent to the next strong 
accent called ? 

3. What is the time from any accent, strong or weak, to the 
next called? 

4. What are the accents in two pulse time ? 
What are the accents in three pulse time? 
What are the accents in four pulse time ? 
What are the accents in six pulse time ? 

5. How is the half pulse, quarter pulse, 'and three quarter 
pulse written ? 

7. How is the continuation of a tone through more than one 
pulse Avritten ? 

How is a silence indicated? 

8. What does a brace show? 

9. What mark shows the end of a tune or exercise ? 

10. Give the meaning of pp — p — m. f — ff. cres. Dim. Le- 
gato. Staccato. D. C, D. S. and Fine ? 

II. Tn what order are the tones of the m-ajor scale taught in 
the Tonic Sol-Fa method? 

1 2. How are these tones represented to the eye ? 

13. What is the governing tone of the scale called? 

14. What is a key ? 

15. How many difPerent pitches may the m-ajor scale be 
sung in ? 

16. How shall you find the pitch of a song? 

17. How are octaves indicated in Tonic Sol-Fa? 

18. What is an interval? 

19. Doh to Me is what interval. 
Doh to Sol is what interval. 
Doh to Doh is what interval? 

20. What are the tones de re fe and se and le ? 
What are the tones ra ma sa la ta ? 



113 

21. Pitch Eb from the tuning fork? 
Pitch Bb from the tuning fork ? 

22. Sing the tones of the Tonic Chord. 
Sing the tones of the Dominant. 
Sing the tones of the Subdominant ? 

23. N^^ame the sounds of a two pulse phrase after hearing 
them sung three times. 

24:. Give the hand signs for the tones of the scale. 
25. Point on the modulator a three pulse phrase. 
26: Sing the exercises on pages 4, 10 and 21 of book III 
Tonic Sol-Pa Music Course. 

27. Translate into staff notation Ex. 67, book II Tonic Sol- 
Ea series. 

28. Explain f f f f time. 

29. Sing a simple melody in staff at sight. 

30. What is the average range of a child^s voice ? 

GRAMMAR GRADES. 

1. Name the regular succession of tones in the Diatonic 
Scale ? 

2. How is the Diatonic Scale constructed ? 

3. Build the scale of D on the Modulator, and write it in 
Staff Notation, also the Tonic, Dominant and Subdominant 
Triads in the same key. 

4. Write the signature of Keys E, B, D, Bb in both the G 
and E cleff and the Tonic, Dominant and Subdominant Triads 
of each Key. 

5. Write the Chromatic scale. 

6. Write a phrase of from seven to ten sounds after hearing 
it sung three times. 

7. (a) Draw a whole, half, quarter and eighth note, 
(b) Draw a whole, half, quarter and eighth rest. 

8. Explain the dotted note. 

9. Give "Rule One" showing the relative position of Doh, 
Me, Soh on the staff. 

10. Give "Rule Two" showing the relative position of oc- 
taves on the staff. 



114 

11. What interval is Doh to Me? 
What interval is Doh to Soh ? 
What interval is Doh to Doh? 

12. What is the meaning of the terms Allegro ? Andante ? 
Moderate ? 

13. What is the meaning of the term Forte ? Rail ? Dini? 
Cres ? 

11. What does the time signature indicated ? 

15. Explain the Tie, the Repeat, the Slur, Da Capo and 
Dal Signo. 

16. Sing at sight a melody, containing one or more Chrom- 
atics. 

17. Explain the Minor Scale. 

18. Sing the Harmonic and Melodic form of E Minor. 

19. Write G Minor in the Harmonic form and the Tonic, 
Dominant and Subdominant Triads. 

20. Bring an example of a melody written in the minor. 



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